Transcript (Chapter 6) Reading strategies

Chapter 6
Understanding: Reading & Studying
Increasing Understanding
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Read as much as you can!
Think analytically
Build vocabulary
Look for order & meaning
Think positively
Set the stage for Reading
• Open minded
• May require extra work
• Own reference material
Choose the Right Setting
• Right location
• Right time
• Internal distractions
Build reading speed
• Skimming:
–Rapid superficial reading of
material that involves glancing
through to determine central ideas
and main elements.
Building Reading Speed
• Scanning
–Reading material in an investigative
way to search for specific
information.
Breaking Poor Reading Habits
• Habit: Reading word by word
• Solution:
–read a group of words at one time
–Practice expanding the number of
words that you read at a time
• Habit: Sub-vocalization
–pronouncing each word in your head
as you read it
• Solution:
–To turn off the voice in your head
• Habit: Inefficient eye motion
–Focus on each word
–Don’t use peripheral vision
• Solution
–Decrease eye movement
–Use peripheral vision
• Habit: Regression
–Unnecessary re-reading
• Solution
–DO NOT re-read material
–Use a pencil or finger pointer
• Habit: Poor Concentration
–Too many external distractions
• Solution
–Stop multi-tasking while reading
• Habit: Approaching reading linearly
• Solution
–Scan for important information
–Skin the fluff
Keys to speed reading
• Practice, practice, practice
• Start with the easy stuff
• Use a pointer
Pick up the Pace
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Read in the morning
Prioritize
Skim for the main ideas
Make a question before you start
Find a good environment
Don’t highlight
Pick up the Pace
• Pre-view
• Be flexible
• Take in phrases as opposed to single
words
• Look for key words
• Use a pacer
• Avoid rereading
Pick up the Pace
• Don’t articulate words as you read
• Have your eyes checked
Expand your vocabulary
• Analyze word parts
• Use words in context
• Use a dictionary
– Use the definition
• “Atelectasis refers to the collapse of a
lung or a portion of a lung.”
• “Atelectasis refers to the collapse of a
lung or a portion of a lung.”
• Collapse = To fall down or inward
suddenly, ‘cave-in’
• “Atelectasis refers to the cave in of a
lung or a portion of a lung.”
SQ3R
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S = Survey
Q = Question
R = Read
R = Recite
R = Review
S = Survey
• Look over the whole chapter!
– the title, headings, and subheadings
– captions under pictures, charts, graphs or maps
– Notice words that are in bold or italics
– review questions or teacher-made study guides
– introductory and concluding paragraphs
– summary
Q = Question
• At every section heading, compose a one
sentence question
– Ask what, why, how, when, who and where
questions
Ch. 31 Nursing Care of the Client:
Respiratory System
• Assessment
– Health History
– Inspection
– Palpation & Percussion
– Auscultation
• Normal breath sounds
• Adventitious breath sounds
R = Read
• Read to find the answer to your
question.
R = Recite
• Answer the question!
– Write down the answer
– 1 Short sentence
– Use our own words
– Say the answer out loud
R = Review
• Review your SQ3R’s immediately
after finishing the chapter
• Review daily until you KNOW it
• Skim and reread notes
• Answer questions
• Quiz yourself
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Make flash cards
Review and summarize
Think critically
Discuss concepts
Highlighting
• Highlight after you’ve read the material
once
• Highlight key terms and concepts
• Avoid over marking
• Write more than highlight
Divide reading
• Divide your reading into digestible segments
Find the main idea
Critical Reading
• Diet
• The client with pneumonia is encouraged
to force fluids,
• as doing so aids in the liquefaction of
respiratory secretions. Small, frequent,
nutritionally balanced meals are
preferred.
Study Groups
• Positives:
– Shared knowledge
– Solidified knowledge
– Increased motivation
• Negatives:
Effective participant
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Get involved
Be organized
Be willing to discuss
Keep your word
Effective leader
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Define projects
Assign work
Set a schedule
Set meeting and project agenda
Focus progress
Set the tone
Evaluate results
Strategies for Group Success
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Choose a leader for each meeting
Set Long-term and short term goals
ID specific ways to work together
Share the work
Set a regular meeting schedule
Create study material for each other
• Don't feel you have to limit yourself to study
only with your friends. Pick smart people who
do homework if your goal is to improve your
grades.
• Note which students in your class are diligent
and productive. Ask two or three of those
students to form a study group with you.