Painless Reading Comprehension - Darolyn “Lyn” Jones Ed.D. 2021
Preparing for what’s next
Different types of reading
Think about a video game. When you play a video game, you have to work your way through each set of obstacles to get to the next level. To be successful at the game, you must know what to expect at each level of the game. Once you have played a few times, for example, you know the one-eyed monster with the green horn and hairy arms will come out in the middle of level two and attempt to destroy you or that the hungry ogre will try to eat you at level four. And, you usually share this information with your friends. Several years ago, a group of my students would converge in my classroom every day prior to our sixth period meeting time and share tips and tricks with each other on how to play a popular video game.
Think of a textbook as a video game. Once you have seen what happens, you are ready for it the next time. You can continue to build civilizations. You can destroy the enemy or build ramps and bridges to stay alive. More importantly, though, you can navigate the textbook and find the treasure, which is being a successful reader and learning the information you need.
Now that you have a sense for how the whole textbook is outlined, let’s look at specifics. Even though each chapter may be on a different topic, each chapter will be organized the same.
Channeling through the chapter
Choose any chapter in a textbook and channel, travel, or move through it finding the following information so you can see how the chapters are set up.
GOALS AND OBJECTIVES:
Are there any goals or objectives listed at the beginning of the chapter? They will probably be listed as statements of fact. If so, list them.
SPECIAL MARKINGS:
Skim the chapter. Do you see any subheadings in boldface or italics? If so, list them. These subheadings are smaller ideas that are part of the larger ideas. Also, jot down what you know about the topics listed in boldface or italics.
GRAPHICS OR SIDEBARS:
Are there any sidebars (boxes with words in them off to the side) or graphics like pictures, charts, or maps in the chapter? Choose one and tell what it says or what it is trying to show.
EXERCISES:
Are there exercises either at the end of each section or at the end of the chapter? Look at the first exercise and at the last exercise. What are they asking you or telling you to do?
SUMMARY:
Is there a summary at the end of the chapter or a conclusion? How is it marked? Does it say “conclusion” or “reflection” or something else? Is it in boldface or italics?
Let’s practice!
Find the five items just discussed for Chapter Five, “Keeping What You Read in Your Head.”
GOALS AND OBJECTIVES:
The introduction to the chapter explains the problem with keeping what you read in your head, and then the two key methods:
✵ Go back and skim for the information you need.
✵ Go back, reread, and take notes
This lets you know that the entire chapter is centered on those two key ideas. And, if you examined all the chapters, you would see that I offer anywhere from two to five key ideas in each chapter that are to be covered.
SPECIAL MARKINGS:
The subheadings appear on a separate line by themselves, above the text they are discussing. They are: “What Do I Do When I Am Finished Reading?,” “Skimming for Information,” “Rereading Part of the Text,” and “Raising Questions Aids Your Reading.” Titles of the reading selections are set apart from the explanatory text and include: “English Selection: ’A School Ghost Story’ by M. R. James”; “English Selection: ’I Heard a Fly Buzz’ by Emily Dickinson”; and “English Selection: ’A Word to the Guy with the “God Bless” Sign by the Side of the Road.’” Again, this is true for every chapter. Subheadings and reading selections are set off from the rest of the book with special type.
GRAPHICS OR SIDEBARS:
The graphics are a visual reminder of the topics. For example, whenever you see an image of snapping fingers, be sure to read the passage. It’s an important tip.
EXERCISES:
The exercises are located throughout the chapter under the heading “Let’s practice!” The first exercise asks the reader to skim the story on Agnes Vogel. The first question asks: “Where is Agnes Vogel from? What was her life like prior to the war?” The last question asks: “What does Vogel mean when she says the Nazis were ’liquidating the Ghetto’?” In every chapter, each time I tell you about a new way to read, I ask you to practice it as well. I also offer you student models so that you can see firsthand how to do it.
SUMMARY:
There is no marked summary or conclusion, just final thoughts in a paragraph at the end of the chapter where I ask you to think about what you have learned in a section called “Reflect on What You Have Learned.” By asking you to reflect, I am asking you to write your own summary. There is also a “Brain Ticklers” section, which quizzes you on key points in the reading.
Let’s practice!
Select any of your current textbooks. Once again, you might choose the textbook for a class in which you are struggling. Channel through the chapter looking for the five items just discussed.
Knowing how the textbook is set up will save you time and make you a better reader. Each time you go to read your textbook chapter or use the reference sections for an assignment, you won’t have to dig through it trying to find the information. You will know what to expect so that you can just concentrate on the idea the words are trying to convey.