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Getting Your Students To Read.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Keil, Janice C. Olivo, John J. |
| Copyright Year | 2003 |
| Abstract | Reading textbook and other required material prepares students to be able to answer questions and contribute to classroom discussions. Reading can also help show students the connections between lecture and what they have read. However, many students do not like to read, especially when it's required reading! Although there is a direct correlation between reading required material and course grades, many students avoid reading. Some of the reasons students do not read range from their lack of understanding complex or new concepts and vocabulary, not knowing exactly what (or how) to read, and not seeing the connection between required reading and lecture material. Often, instructors offer " incentives " to encourage students to read such as giving pop quizzes, revisiting the course syllabus policy on textbook requirements or sharing words of wisdom (or threats!) about being successful in class. But in the end, many students avoid what they consider to be the tedious and time-consuming task of reading. Bean, as cited in Learning Resource Networks (n.d.), identifies a number of reasons why university students struggle with and avoid reading. You might want to address these issues by implementing some of the strategies presented in this article. − Students today skim for information, similar to how they process information they read online − Students often multitask while reading (watch television, scan the internet, listen to music, text friends) − Students may not know how to organize their reading based on the structure of textbooks and articles − Students can have difficulty understanding the content, language and vocabulary in college textbooks and research articles In a special issue of Faculty Focus, Weimer (2010) compiled 11 papers that address the problem of students not reading required course material. The following list has been excerpted from this publication and provides strategies that can immediately be implemented to help students become more involved with reading required course material. Authors cited in the 2010 publication include Bandeen, Culver and Morse and Weimer. Further details can be found in the reference list at the end of this article. 1. State what you expect your student to do with the textbook and other readings − Verbally announce and place in the course syllabus a statement about required readings and how they will be used in course discussions and assessments (exams and assignments) − Refer students to specific material in the textbook such as graphs, charts, lists and key … |
| Starting Page | 45 |
| Ending Page | 45 |
| Page Count | 1 |
| File Format | PDF HTM / HTML |
| Volume Number | 57 |
| Alternate Webpage(s) | http://www.niu.edu/facdev/_pdf/guide/students/getting_students_to_read.pdf |
| Alternate Webpage(s) | http://www.facdev.niu.edu/facdev/_pdf/guide/instructguide.pdf |
| Alternate Webpage(s) | http://www.niu.edu/facdev/_pdf/guide/instructguide.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
