College Reading: The Science and Strategies of Expert Readers, International Edition

COLLEGE READING: THE SCIENCE AND STRATEGIES OF EXPERT READERS, International Edition approaches reading from a thinking skills perspective by explaining how we think, learn, and read. This expert group of authors credibly incorporates widely proven brain research and learning theory into a user-friendly dynamic reading textbook aimed at diverse learners. The bridge from the scientific research to the classroom is carefully crafted so that not only will students learn to read more efficiently, but they will also learn how to learn more efficiently. By explaining the brain science of reading, COLLEGE READING: THE SCIENCE AND STRATEGIES OF EXPERT READERS, International Edition empowers students with the knowledge that they can change their brain into a more effective reading brain. COLLEGE READING: THE SCIENCE AND STRATEGIES OF EXPERT READERS, International Edition teaches students how to read by providing interactive learning and reading opportunities--Making Connections, Brain Connections, Activities, Practice with a Reading Passage, Post Test, and Brain Strength Options--so that students are discovering, understanding, and remembering essential reading skills they can apply to their future coursework. All students can be naturally motivated, expert readers and learners with COLLEGE READING: THE SCIENCE AND STRATEGIES OF EXPERT READERS, International Edition.

Table of Contents:
1. MAKING BRAIN CONNECTIONS TO BECOME AN EXPERT READER. Why Study Reading. What Is Reading. Critical Reading and Metacognition. Reading is an Active Process. Why You Are Already a Natural Learner: Growing Dendrites. Synapses. Synapses and Emotion. The Natural Human Learning Process (NHLP). Reading with Concentration. Managing Your Attention. Fighting Distracters. Write in a Journal. Use the Checkmark Monitoring System. Create Your Learning Environment. Develop a Daily Reading Plan. Learning Is State Dependent. Factors that Affect State. Habits to Enhance Your Reading. Practice with a Reading Passage. Post Test. 2. REMEMBERING WHAT YOU READ. What Is Memory. The Memory Process. Sensory Input. Working Memory. Rehearsing and Repetition. Chunking Encoding. Rehearsing and Repetition. Chunking. Creating Mnemonics. Reformatting. Making Associations and Connections. Using Multiple Pathways. Long-term Memory. Factors Affecting Long-Term Memory. Retrieval. Practice with a Reading Passage. Post Test. 3. DEVELOPING YOUR COLLEGE VOCABULARY. Develop a Strong Vocabulary. Context Clues. Types of Context Clues. Word Part Analysis. Prefixes. Suffixes. Roots. Specialized Vocabulary. Exam Terminology. Methods to Help You Learn and Remember Vocabulary. Words Maps. The Card Review System (CRS). Sounding It Out. Practice with a Reading Passage. Post Test. 4. LOCATING STATED MAIN IDEAS. Main Ideas Help You Understand Your Reading. Recognizing Topics, Main Ideas, and Details. Understanding Topics. Previewing to Determine Topic. Identifying Stated Main Ideas. Strategy One: Question Yourself. Strategy Two: Look in the Usual Spots. Strategy Three: Notice Word Clues. Strategy Four: Categorize an Author's Points. Mind Mapping with Main Ideas. Practice with a Reading Passage. Post Test. 5. FINDING SUPPORTING DETAILS. Using Your Entire Brain: Big Picture and Detail. What Are Supporting Details? Identifying Major Supporting Details Strategy One: Ask Questions. Strategy Two: Look for Support Word Clues. Strategy Three: Look for Implied Word Clues. Identifying Minor Supporting Details. Looking for the Big Picture in Longer Readings. Practice with a Reading Passage. Post Test. 6. USING INFERENCE TO IDENTIFY IMPLIED MAIN IDEAS. Understanding the Theory of Mind. Finding Implied Main Idea from Inferences. Reader-Response Theory: Activating Prior Knowledge. Making Inferences. Strategy One: Understand an Author's Purpose. Strategy Two: Note Comparisons and Implied Similarities. Strategy Three: Understand an Author's Tone. Strategy Four: Detect an Author's Bias. Strategy Five: Recognize Information Gaps. Knowing How Much to Infer. Practice with a Reading Passage. Post Test. 7. RECOGNIZING PATTERNS OF ORGANIZATION. What Are Patterns? Why Your Brain Likes Patterns and Categories. Strategies for Recognizing Patterns of Organization. Question Yourself. Look for Organizational Word Clues. Common Patterns of Organization. Listing. Analysis. Cause/Effect. Comparison/Contrast. Definition/Example. Sequence. Mixed Patterns. Staying Focused on the Overall Pattern. Practice with a Reading Passage. Post Test. 8. USING PREVIEW, STUDY-READ, AND REVIEW (PSR). Preview, Study-Read, and Review (PSR). Stage One: Preview. Preview Step 1: Skim the Reading. Preview Step 2: Develop Questions and Predict Answers. Preview Step 3: Recall Prior Knowledge. Stage Two: Study-Read. Study-Read Step 1: Ask and Answer Questions. Study-Read Step 2: Monitor Your Reading. Study-Read Step 3: Determine Main Ideas. Study-Read Step 4: Cross-reference Prior Knowledge. Stage Three: Review. Review Step 1: Return to Main Idea Statements. Review Step 2: Organize Material for Recall. Practice with a Reading Passage. Post Test. 9. TAKING CONTROL OF YOUR TEXTBOOK: MARKING AND NOTE TAKING. Getting the Right Mindset for Marking and Note Taking. Understanding Textbook Parts. Textbook Marking Gets You Right to the Point. Four Steps of Textbook Marking. Step One: Preview. Step Two: Study Read. Step Three: Highlight. Step

About the Author :
Janet N. Zadina, Ph.D is an Adjunct Assistant Professor at Tulane University School of Medicine, Department of Neurology. She is a cognitive neuroscientist and former community college instructor of reading and English. She has conducted award-winning research on the neurobiology of dyslexia. She is an internationally known speaker on brain research and instruction and author of several books and articles in the fields of science and education. Her background as a teacher and reading specialist, along with her neuroimaging of dyslexia experience in the lab, serves her in her passionate devotion to developmental reading students. She sees reading instruction through the eyes of a teacher and a scientist. Because research shows that students who learn about their brain become higher achievers than those who don't, she is passionate about the importance of educating students as well as teachers about the brain. She is the 2011 winner of the Society for Neuroscience Science Educator Award given to "an outstanding neuroscientist who has made a significant impact in informing the public about neuroscience." She is also a CLADEA Fellow, which recognized her lifetime achievement in helping college developmental students. She is a member of Society for Neuroscience, Neurobiology of Language Society, National Association for Developmental Education, and College Reading and Learning Association. Rita Smilkstein, Ph.D, has spoken nationally and internationally on brain-compatible education and the Natural Human Learning Process (NHLP). She has taught in middle school through graduate school, including 26 years in the Humanities Division at North Seattle Community College. Currently she is Professor Emerita, North Seattle Community College, and invited faculty in Secondary Education at Western Washington University's Woodring College of Education, Everett Campus. She has received many teaching awards, including the National Institute for Staff and Organizational Development's Excellence Award, 1991, 1995; the College Reading and Learning Association's highest honor, the Robert Griffin Award, 2005; Induction as a Fellow of the Council of Learning Assistance and Developmental Education Associations, 2006, the highest honor in the field of Developmental Education. Her B.A. was in English at the State University of Iowa; her M.A. in English was at Michigan State University; and her Ph.D. in Educational Psychology was at the University of Washington. Her book We're Born to Learn: Using the Brain's Natural Learning Process to Create Curriculum (Corwin Press, 2003, 2nd ed., 2011) won the Delta Kappa Gamma International Society's Educator's Award of the Year, 2004. A second edition of her book Tools for Writing: Using the Natural Human Learning Process was published by Many Kites Press, 2011. She also frequently gives presentations at national conferences of educational organizations such as the College Reading and Learning Association and the National Association of Developmental Education. Deborah B. Daiek, Ph.D. serves as the Associate Dean for Learning Support Services, Schoolcraft College, Livonia, Michigan. She oversees the College's Library, Collegiate Skills Reading Department, English as a Second Language courses, the Education Transfer Program, and the Learning Assistance Center (LAC) which houses tutoring, Peer Assisted Learning, Writing Fellows, Student-Athlete Support System, and University Bound. Under her direction, Schoolcraft's LAC was the recipient of the John Champaign Memorial Award for an Outstanding Developmental Education Program. She provides new faculty orientation workshops on ways to engage students in the learning process. She holds a Bachelor of Arts degree cum laude as well as an MA in Adult Learning, both from Western Michigan University. Additionally she holds a doctorate from Wayne State University in Instructional Technology, with an emphasis on cognition. She is twice the Past President of MDEC, the Michigan Chapter of NADE, and remains actively involved. In 1998 she was given the Outstanding Developmental Educator Award. She is a member of NADE and CRLA as well. She co-chaired NADE's Brain Compatible Education SPIN, and received NADE's Administrator for Outstanding Support of Developmental Education Award. She served as Treasurer and President for the North Central Reading Association (NCRA). Nancy M. Anter, MAT, MA is an educational consultant and freelance writer with over 20 years of experience in the field of developmental education. She has taught reading and writing at the high school, community college, and university level, and has offered national and local workshops and seminars on learning theory and composition. She coordinated the learning center at Wayne State University. Her work involved instruction for student athletes, ESL students, and the general university population as well as individual students preparing for graduate level exams. Because she witnessed student success at both ends of the academic spectrum, developmental level to graduate level, she understands the importance of starting instruction where students are comfortable and gradually leading them to higher levels. She holds a B.A. in English from the University of Michigan and two M.A.s from Wayne State University -- one in English education and the other in English, with an emphasis in composition theory. Her publications include articles in the Learning Assistance Digest and American College Personnel Association. She currently sits on the Board of Directors for Pregnancy Aid and is a member of MDEC, the Michigan chapter of NADE.

Review :
1. MAKING BRAIN CONNECTIONS TO BECOME AN EXPERT READER. Why Study Reading. What Is Reading. Critical Reading and Metacognition. Reading is an Active Process. Why You Are Already a Natural Learner: Growing Dendrites. Synapses. Synapses and Emotion. The Natural Human Learning Process (NHLP). Reading with Concentration. Managing Your Attention. Fighting Distracters. Write in a Journal. Use the Checkmark Monitoring System. Create Your Learning Environment. Develop a Daily Reading Plan. Learning Is State Dependent. Factors that Affect State. Habits to Enhance Your Reading. Practice with a Reading Passage. Post Test. 2. REMEMBERING WHAT YOU READ. What Is Memory. The Memory Process. Sensory Input. Working Memory. Rehearsing and Repetition. Chunking Encoding. Rehearsing and Repetition. Chunking. Creating Mnemonics. Reformatting. Making Associations and Connections. Using Multiple Pathways. Long-term Memory. Factors Affecting Long-Term Memory. Retrieval. Practice with a Reading Passage. Post Test. 3. DEVELOPING YOUR COLLEGE VOCABULARY. Develop a Strong Vocabulary. Context Clues. Types of Context Clues. Word Part Analysis. Prefixes. Suffixes. Roots. Specialized Vocabulary. Exam Terminology. Methods to Help You Learn and Remember Vocabulary. Words Maps. The Card Review System (CRS). Sounding It Out. Practice with a Reading Passage. Post Test. 4. LOCATING STATED MAIN IDEAS. Main Ideas Help You Understand Your Reading. Recognizing Topics, Main Ideas, and Details. Understanding Topics. Previewing to Determine Topic. Identifying Stated Main Ideas. Strategy One: Question Yourself. Strategy Two: Look in the Usual Spots. Strategy Three: Notice Word Clues. Strategy Four: Categorize an Author's Points. Mind Mapping with Main Ideas. Practice with a Reading Passage. Post Test. 5. FINDING SUPPORTING DETAILS. Using Your Entire Brain: Big Picture and Detail. What Are Supporting Details? Identifying Major Supporting Details Strategy One: Ask Questions. Strategy Two: Look for Support Word Clues. Strategy Three: Look for Implied Word Clues. Identifying Minor Supporting Details. Looking for the Big Picture in Longer Readings. Practice with a Reading Passage. Post Test. 6. USING INFERENCE TO IDENTIFY IMPLIED MAIN IDEAS. Understanding the Theory of Mind. Finding Implied Main Idea from Inferences. Reader-Response Theory: Activating Prior Knowledge. Making Inferences. Strategy One: Understand an Author's Purpose. Strategy Two: Note Comparisons and Implied Similarities. Strategy Three: Understand an Author's Tone. Strategy Four: Detect an Author's Bias. Strategy Five: Recognize Information Gaps. Knowing How Much to Infer. Practice with a Reading Passage. Post Test. 7. RECOGNIZING PATTERNS OF ORGANIZATION. What Are Patterns? Why Your Brain Likes Patterns and Categories. Strategies for Recognizing Patterns of Organization. Question Yourself. Look for Organizational Word Clues. Common Patterns of Organization. Listing. Analysis. Cause/Effect. Comparison/Contrast. Definition/Example. Sequence. Mixed Patterns. Staying Focused on the Overall Pattern. Practice with a Reading Passage. Post Test. 8. USING PREVIEW, STUDY-READ, AND REVIEW (PSR). Preview, Study-Read, and Review (PSR). Stage One: Preview. Preview Step 1: Skim the Reading. Preview Step 2: Develop Questions and Predict Answers. Preview Step 3: Recall Prior Knowledge. Stage Two: Study-Read. Study-Read Step 1: Ask and Answer Questions. Study-Read Step 2: Monitor Your Reading. Study-Read Step 3: Determine Main Ideas. Study-Read Step 4: Cross-reference Prior Knowledge. Stage Three: Review. Review Step 1: Return to Main Idea Statements. Review Step 2: Organize Material for Recall. Practice with a Reading Passage. Post Test. 9. TAKING CONTROL OF YOUR TEXTBOOK: MARKING AND NOTE TAKING. Getting the Right Mindset for Marking and Note Taking. Understanding Textbook Parts. Textbook Marking Gets You Right to the Point. Four Steps of Textbook Marking. Step One: Preview. Step Two: Study Read. Step Three: Highlight. Step Four: Write Margin Notes. Deciding What Else to Mark. Take Control of Your Textbook by Using Focused Notes. Practice with a Reading Passage. Post Test. 10. USING VISUALS TO INCREASE YOUR UNDERSTANDING OF TEXTBOOKS. Reading and Creating Visuals Help Your Brain to Learn. Specific Purposes of Textbook Visuals. Applying PSR to Understand Textbook Visuals. Stage One: Preview Visuals. Stage Two: Study-Read Visuals. Stage Three: Review Visuals. Types of Textbook Visuals. Tables. Diagrams. Illustrations. Graphs. Pie Charts. Pictographs. Photographs. Time Lines. Geographical Maps. Cartoons. Creating Your Own Visuals. Selecting the Right Visual. Common Student-Created Visuals. Tables. Diagrams. Free Form Drawings. Mind Maps. Outlines. Practice with a Reading Passage. Is Hypnosis An Altered State of Consciousness? Post Test. 11. UNDERSTANDING AND CREATING ARGUMENTS. Understanding Argument. Readying Your Mind for Argument. Parts of an Argument. Conclusions. Reasons. Looking for Arguments in What You Read. Words that Signal Arguments. See the Argument without Word Clues. Distinguishing Facts from Opinions. Opinions. Facts. Hidden Assumptions. Making Sense of Visual Arguments. Argumentation Maps. Practice with a Reading Passage. Post Test. 12. READING ARGUMENTS CRITICALLY. Kinds of Arguments. Inductive Arguments. Deductive Arguments. Deductive Argument Puzzles. Evaluating Arguments. Detecting Fallacies. Steps to Evaluating Arguments. Step One: Create an Argumentation Map. Step Two: Cross Out Weak Parts of an Argument. Step Three: Make a Judgment. Evaluating Information on the Internet. Practice with a Reading Passage. Post Test. 13. READING BEYOND THE WORDS. What Does It Mean to Read Critically? Bloom's Taxonomy. Knowledge Level of Thinking. Comprehension Level of Thinking. Application Level of Thinking. Analysis Level of Thinking. Synthesis Level of Thinking. Evaluation Level of Thinking. Levels of Learning: The Natural Human Learning Process. Keeping Your Brain Healthy Beyond Reading. Practice with a Reading Passage. Post Test. APPENDIX. Test Taking Strategies