Reading Strategies

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:
 the title and author details
 the abstract (if there is one)
 then read only the parts that ‘jump out’; that is: main headings and sub headings,
chapter summaries, any highlighted text
 examine any illustrations, graphs, tables or diagrams and their captions, as these
usually summarise the content of large slabs of text
 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:
 note any bold print and graphics.
 start at the beginning of the reading and glide your eyes over the text very quickly.
 do not actually read the text in total. You may read a few words of every paragraph,
perhaps the first and last sentences.
 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:
 after gaining an overview and skimming, identify the section(s) of the text that you
probably need to read.
 start scanning the text by allowing your eyes (or finger) to move quickly over a
page.
 as soon as your eye catches an important word or phrase, stop reading.
 when you locate information requiring attention, you then slow down to read the
relevant section more thoroughly. 
 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: 
 start at the beginning. Underline any unfamiliar words or phrases, but do not stop
the flow of your reading.
 if the text is relatively easy, underline, highlight or make brief notes (see ‘the
section on making notes from readings).
 if the text is difficult, read it through at least once (depending on the level of
difficulty) before making notes.
 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.
 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.
 write down the bibliographic information and be sure to record page numbers (more
about this in the section on making notes from readings).
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.
 Recognising the writer’s purpose and underlying values (social, cultural and
historical influences).
 Recognising patterns of the argument.
 Linking ideas in the text to other ideas and texts.
 Exploring alternatives to the stated idea.
 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.
6. 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.

1. The author’s purpose

 Why has the author written the material? For whom is it intended?
 What theoretical perspective has the author taken?
 How does this perspective relate to other material in the field?

2. Content
 What is the main theme, thesis or argument?
 What main points are used to support this thesis?
 What explanation or evidence is used to support the main points?
 Do the main ideas seem well researched and accurate? Is the evidence correct (as far
as you know)?
 Which aspects of the topic has the author chosen to concentrate on and which to
omit?
 Has a contemporary issue or a particular philosophy influenced the author’s
argument? Is the author putting forward a particular point of view?
 What are the author’s assumptions? Are these explicitly stated?
 Is there any evidence of deliberate bias, such as interpretation of material or choice
of sources?
 Does any graphic material illustrate or restate the written content?
 How do the contents relate to what you know about the topic?
 Which of your questions about the subject does the author answer? Which are left
unanswered?
 Do any items puzzle or intrigue you?

3. Structure
 What is the framework used to organise the material? Is it clearly explained?
 How is the theme/thesis/argument reflected in the structure?
 How is the content organised and developed within the framework?
 How does the conclusion relate to the introduction and to the rest of the material?

4. Style and format

 In what style has the material been written? For example, is it formal or informal,
simple or complex, didactic or persuasive, narrative, analytical?
 How does the style and format influence your reaction to the material?

7. Reading for Understanding: The SQW3R Method

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 SQW3R
method to improve your comprehension, to remember a reading for tutorials, seminars or to
review for exams.

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.