In the flipped classroom and other reading-intensive classes, students are expected to read assigned materials and complete other assigned work that prepares them to apply new learning during in-class activities where they can engage in deep learning of course content and skills. Instructors can assign the most illuminating of readings as homework, but what if students do not complete the readings before coming to class?
Hoeft (2012) reports that 56%-68% of students in a first-year class reported that they did not read assigned material before class. The most common reasons students give to explain why they did not read assigned materials are:
Students who say that they read the assigned materials usually said that they were motivated to complete reading assignments because they were concerned about grades.
Hoeft, M. E. (2012). Why university students don’t read: What professors can do to increase compliance. International Journal for the Scholarship of Teaching and Learning, 6, (2). https://academics.georgiasouthern.edu/ijsotl/v6n2.html
SQ3R is a reading comprehension method named for its five steps: Survey, Question, Read, Recite, and Review. The method was introduced by Francis Pleasant Robinson, an American education philosopher in his 1946 book Effective Study.
The method offers an efficient and active approach to reading textbook material. It was created for college students but is extremely useful in a variety of situations. Classrooms all over the world have begun using this method to better understand what they’re reading.
Adapted from Interrogating Texts: Six Reading Habits to Develop in Your First Year at Harvard by Susan Gilroy
adapted from Skim, Dive, Surface: Strategies for Digital Reading in the College Classroom by Jenae Cohn
1. Pin that Concept - Students create a digital pin board by identifying tags or categories. Then, they curate readings, images, related concepts for those key tags or concepts from your course.
2. Reading Stories - Students select 5-6 moments from a reading that stood out to them in some way. Take a screenshot of each of those moments in the reading, adding emojis or captions to illustrate their experience.
3. Highlight and Link - Students find a moment in the text to highlight. Upon highlighting the text, insert a link to an outside article or resource related to that highlighted moment to make a connection.
4. Scavenger Hunt - Pick a few key concepts for students to find within a text that relate to a component of lecture or a class activity. Students find and identify those key concepts within the reading and make connections.
5. Visualize That - Students create a visualization, infographic, or map of concepts from within a reading to create a new vision of the reading.
6. Voice That - Students create a voice memo or audio reflection on a particular reading, adding in background music that matches the "mood" or experience of the reading.
7. Reading Detective - Gather the "who, what, where, when, and why" of the reading conducted, even if it's part of a textbook or required reading. Create a list of links with the sources validating the 5Ws about the reading.
8. Follow the Trail - Students look up who has cited the reading that they have completed (or are about to start). They then follow the citation trail of the original reading to see who exactly has been part of the reading conversation.
9. 3-2-1 - Students identify 3 important moments, 2 interesting moments, and 1 question as they complete a particular reading. Students share their 3-2-1s in a forum and try to answer each other's questions.
10. Reading Journal - Create a log of a reading experience, noting the places that felt especially engaging or the moments that felt especially confusing or challenging.
Cohn, Jenae. Skim, Dive, Surface : Teaching Digital Reading. First edition., West Virginia University Press, 2021.
Available online at https://ebookcentral.proquest.com/lib/cod/detail.action?docID=6551350
Skim, Dive, Surface offers an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between.
Sullivan, Patrick, et al. Deep Reading : Teaching Reading in the Writing Classroom. Edited by Patrick Sullivan et al., National Council of Teachers of English, 2017.
Location: PE1404 .D3875 2017
Measurements of reading abilities show a decline nationwide among most cohorts of students, so the need for writing teachers to thoughtfully address the subject of reading, especially in grades 6–14, has become increasingly urgent.