Reading Strategies to Save Time

Active readers use reading strategies to help save time and cover a lot of ground. Your purpose for reading should
determine which strategy or strategies to use.

1. Previewing the text to get an overview

What is it? Previewing a text means that you get an idea of what it is about without actually reading the main body
of the text.

When to use it: to help you decide whether a book or journal is useful for your purpose; to get a general sense of
the article structure, to help you locate relevant information; to help you to identify the sections of the text you may
need to read and the sections you can omit.

To preview, start by reading:

a. the title and author details
b. the abstract (if there is one)
c. then read only the parts that ‘jump out’; that is: main headings and sub headings, chapter summaries, any
highlighted text
d. examine any illustrations, graphs, tables or diagrams and their captions, as these usually summarise the
content of large slabs of text
e. the first sentence in each paragraph

2. Skimming
What is it? Skimming involves running your eye very quickly over large chunks of text. It is different from
previewing because skimming involves the paragraph text. Skimming allows you to pick up some of the main
ideas without paying attention to detail. It is a fast process. A single chapter should take only a few minutes.

When to use it: to quickly locate relevant sections from a large quantity of written material. Especially useful when
there are few headings or graphic elements to gain an overview of a text. Skimming adds further information to an
overview.

How to skim:

a. note any bold print and graphics.

b. start at the beginning of the reading and glide your eyes over the text very quickly.
c. do not actually read the text in total. You may read a few words of every paragraph, perhaps the first and
last sentences.
d. always familiarise yourself with the reading material by gaining an overview and/or skimming before
reading in detail.

3. Scanning
What is it? Scanning is sweeping your eyes (like radar) over part of a text to find specific pieces of information.

When to use it: to quickly locate specific information from a large quantity of written material.

To scan text:

a. after gaining an overview and skimming, identify the section(s) of the text that you probably need to read.
b. start scanning the text by allowing your eyes (or finger) to move quickly over a page.
c. as soon as your eye catches an important word or phrase, stop reading.
 d. when you locate information requiring attention, you then slow down to read the relevant section more
thoroughly.
e. scanning and skimming are no substitutes for thorough reading and should only be used to locate
material quickly.

4. Intensive reading
What is it? Intensive reading is detailed, focused, ‘study’ reading of those important parts, pages or chapters.

When to use it: When you have previewed an article and used the techniques of skimming and scanning to find
what you need to concentrate on, then you can slow down and do some intensive reading.

How to read intensively:

a. start at the beginning. Underline any unfamiliar words or phrases, but do not stop the flow of your reading.
b. if the text is relatively easy, underline, highlight or make brief notes (see ‘the section on making notes from
readings).
c. if the text is difficult, read it through at least once (depending on the level of difficulty) before making
notes.
d. be alert to the main ideas. Each paragraph should have a main idea, often contained in the topic sentence
(usually the first sentence) or the last sentence.
e. when you have finished go back to the unfamiliar vocabulary. Look it up in an ordinary or subject-specific
dictionary. If the meaning of a word or passage still evades you, leave it and read on. Perhaps after more
reading you will find it more accessible and the meaning will become clear. Speak to your tutor if your
difficulty continues.
f. write down the bibliographic information and be sure to record page numbers (more about this in the
section on making notes from readings).
g. Remember, when approaching reading at university you need to make intelligent decisions about what
you choose to read, be flexible in the way you read, and think about what you are trying to achieve in
undertaking each reading task.

5. Critical reading
Being critical in an academic context does not mean simply criticising or ‘finding fault’. It means understanding
how ideas have been arrived at, and evaluating their strengths and weaknesses. Here are some of the main
features of critical reading.
a. Recognising the writer’s purpose and underlying values (social, cultural and historical influences).
b. Recognising patterns of the argument.
c. Linking ideas in the text to other ideas and texts.
d. Exploring alternatives to the stated idea.
e. Recognising the assumptions and underlying values that you bring to your reading.

Being an ACTIVE reader means being a CRITICAL reader. The purpose of critical reading is to gain a deeper
understanding of the material. It involves reading in depth and actively questioning what you read. Some questions
you should ask yourself while reading are below.

Asking questions as you read

As you read a section of a book or article, look for information to help you answer the following questions.

6. Reading to remember
The SQ3R Method of Study Reading is one of the core activities of study. You need to be able to understand what
you read and to be able to recall the main ideas when you need them. You can use the SQ3R method to help you
remember a reading for tutorials, seminars or to revise for exams.
Reading Difficult Material
When you’re faced with reading material that seems above your level of understanding—whether it’s a couple of
pages, a journal article or an entire book—it’s easy to feel overwhelmed. However, don’t give up; the ability to
absorb challenging or ‘dry’ material is an essential skill for uni study.

Try the following tips:

If you’re feeling snowed under by the amount of reading you need to complete, break it up into chunks. Choose a
moderate amount of material and set yourself the goal of completing it and of working to understand it.

Skim the reading and get an overview. Read titles, headings, sub-headings, and any summaries or abstracts. Note
any graphs, charts, and diagrams. Quickly read topic sentences (the first sentence of each paragraph) to get a
general idea of what the reading is about.
Read first for what you do understand and don’t get caught up in the difficult parts. Skim over passages that are
really difficult and mark or flag what you don’t understand to re-read later. Even a partial understanding will make
re-reading easier on your second attempt.

Ask yourself questions about the reading. Work out what you do understand and what you do not. Try to make
connections and associations between what you are reading and what you already know. Revisit the parts you
found difficult. How do/ might they fit in with what you do understand?

Are there extra resources that would help to improve your understanding?
a. If you need more background material, find an additional source.
b. If you’re confused about discipline-specific terms or abbreviations, find a subject-specific dictionary and
read with it on hand so you can look up important words.
c. If you’re confused about vocabulary, read with an English dictionary on hand.
d. It can help to write while you read. Underline, make notes, and/or write short summaries that help you
concentrate and grasp difficult ideas.
e. When you finish reading, review to see what you have learned, and reread those ideas that are not clear.
Pause and try to restate difficult ideas in your own words.
f. Don’t give up. Complete your reading goal and don’t get discouraged if there are parts you still aren't
clear about. Some material is challenging and it’s important to work towards understanding it. Ideas can
become clearer the more you read.

If you still don’t understand a reading, don’t panic. Set it aside, and read it again the next day. This gives your
brain the chance to process the material. If the reading is still a challenge, talking ideas through often helps.
Consult with your tutor or lecturer. Talk about it with other students.

(Adapted from Wood, N 1991, College Reading and Study Skills, Holt Rinehart and Winston, USA.)
SQ3R Method of Study Reading

S = Survey
Before you start to read, survey the material to gain an overview of the contents.

Look through the whole reading/ chapter to preview it. Approach it by scanning:
• title(s) and subheadings

• summaries or abstracts
• the introduction and conclusion

• visual materials (pictures, charts, graphs or tables) and their captions

• the first and last sentences in paragraphs

• the conclusion
• any focus questions

Note how the reading has been structured and look for the author’s plan. This will give you an idea of the main
thesis.

Q = Question

Your reading will be more memorable if you question the material.

As you are surveying, note down your questions. Writing down questions keeps you alert and focused on your
work.

1. Ask yourself:
• What is this chapter/ article about?

• What did my lecturer/ tutor say about this chapter or subject?

• What do I already know about this subject?

• How does this reading relate to what I already know/ have read?
2. Devise questions that will guide your reading:

• Think about specific questions for which you need to, or would like to, find answers.
• Read any focus questions at the end of the reading.

• Turn the title, headings and subheadings into questions. For example, if the heading is

Qualitative and Quantitative Research, your question might be: ‘What is the difference between these two types of
research?’

3. Make a list of your questions for consideration. You will use them during review to help you remember what you
have read.
R1 = Read

Be prepared to READ material twice.

First, read without making notes:

1. Decrease your pace and read actively. Active reading requires concentration, so take your time and find a quiet
place where you can read and focus.

2. As you read, look for answers to the questions you noted down earlier.
3. Question the author’s reasoning. Is each point justified? Is there enough evidence? What is the evidence?

4. Compare diagrams and illustrations with the written text. Often you will understand more from them.
5. Make sure you understand what you are reading. Reduce your reading speed for difficult passages. Stop and
reread parts which are not clear.
6. If you have difficulty understanding a text, look up difficult words in the dictionary or glossary of terms and
reread. If the meaning of a word or passage still evades you, leave it and read on. Perhaps after more reading you
will find it more accessible and the meaning will become clear. Speak to your tutor if your difficulty continues.

7. Use reflection to increase your understanding of what you read. When the author makes a claim, reflect on your
prior knowledge to support or disprove it. If this raises more questions, note them down. This will help you
remember and understand. But keep in mind that you are using personal reflection only as a learning tool—it is not
sufficient to prove or refute a research finding.

W • (Read) + Write

On your second reading, begin to take notes:

1. Take notes from the text, but write information in your own words.

2. Read one section at a time (a section might be divided up by headings or subheadings).

3. After you read a section, try to sum up the main point in one sentence.

4. Note down the main idea(s) of each paragraph in a section. They are often found in the first or last sentence.
5. Examples and illustrations can further your understanding and be good cues for memory. Look for important
details (supporting evidence, written illustrations of points, provisions or alternatives).
6. In your notes, underline or highlight the important points. This will be useful for later review.
7. Refer to the list of questions you made earlier and try to answer them.

R2 = Recall

RECALL straight after you finish taking notes.

You should have an outline of the reading in note form. You should now try to recall and write your thinking about
what you have read.
1. Close the book and cover your notes.

2. Make notes of what you remember about the main thesis and points of the reading.
3. Check their accuracy against the notes you made during your reading.

4. Return to the reading. Read one section at a time and try to recall what you have read. If you were unable to
recall one of the major points, then reread that section of the reading to clarify it further.

5. It can also be helpful to RECITE ideas aloud to help you remember. Sum up the main points verbally—reciting
can help you put ideas into your own words.

R3 = Review
Now REVIEW what you have read.
At the end of your study period:

Check the accuracy of your notes against the original material (if you have underlined the main points, this should
be simple). This is an important part of the process because it can really help you clarify and remember what you
have read.
The next day:

1. Read through your notes to reacquaint yourself with the main thesis and key points.
2. Now read through the questions you noted down and try to answer them from memory.

3. Try doing the same thing after a few days.

If you are reading for a course, periodically reviewing notes will help you at exam time. The more you review
throughout semester, the less you will need to cram during exam study periods.