As a reader, my experience started in my early years. I could recognize some words, but for the most part, my parents read to me. I started reading by myself by age 8; back then my favorite literature were fantasy books like the Magic Tree House series, science books about nature or animals, and occasionally some horror like Goosebumps. As I went into elementary school, I started developing an interest in reading by expanding my horizons, reading mostly non-fiction with a few fictional stories thrown in every now and again. I loved every time the class went to the library, due to all the new books I could read. I mostly read books, while occasionally reading comics or magazines. When I got into middle school and high school the amount of reading I did, plummeted. Usually, when I was reading something outside of school it was for school; but in my junior-senior year of high school, I started getting back into reading. I discovered authors and books I now love, such as the World War series by Harry Turtledove or books like the Age of Ra by James Lovegrove. Now I read more than I did in middle or high school, but I also listen to audiobooks simply because I can listen to them while doing other stuff.
Through middle and high school, the only text comprehension method they taught us was how to annotate; they would have us circle certain words or write down our thoughts in the margin, as they said this would help with our comprehension of the text and to answer questions. The teachers didn’t teach us any other comprehension strategies, at least none I can remember. When they gave us selections to read with questions, I would both skim and read word for word. I would first look at the problems, and if I could answer the question through just scanning the material, I would do that, but only for multiple choice questions. For example, “what did Jerry eat before going to swim in the pool,” I would then skim till I found “Jerry,” “ate,” and or “swim" then I would see if I had the right spot by reading the sentence. If I did, then I recorded the answer, and if not, I kept Reading. If the question were one that required a complex or nuanced response, then I would read the whole text word for word. This strategy worked, but it was time-consuming. During English SOL’s it would take me the whole day to complete the test using this method. This would become a problem requiring me to learn new note-taking strategies. Reading was essential for my success in school as my English, and often Science grades required me to be an excellent reader.
Based on my past experiences, I expected reading to be crucial to my success in high school. My parents both went to college, so I’ve seen that college requires a lot of studying and reading of both textbooks and regular books. I suspect that my ability to read well dictates how high my grades will be and if I succeed in college in general.
While I indeed had reading experience in the past. I have since learned and used two valuable reading strategies, like the Cornell note taking method and SQ4R strategy. The Cornell note-taking strategy helps one study and understand the material. The strategy consists of drawing an “I” on the paper, leaving ample room to write in the left margin and bottom portion. At the top write the topic, date, and page number if needed. At the bottom write a few sentences summarizing the contents of the page, and in the left margin write down key points, main ideas, and other important information. Finally, the right section and main portion of the page is for general notes, and drawings. One time I used the Cornell method this semester was when taking notes on The Battle of the Ants reading to better know the material for the in-class discussion.
The other method I used was the SQ4R strategy, which helps students get the most information out of their textbooks. The term SQ4R is an acronym for survey, question, read, recite, write, and review. Surveying, in the context of SQ4R, means speed reading through the material to get an idea of what it is about, and afterward surveying the student questions. That is, a question is written about every title and subtitle in the work, to make students think about what they’re about to read. Then comes the actual process of reading the paragraph. The reader should write down words they don’t know and re-read difficult passages. Once read, the student should recite what they have read in their own words to answer the question they have written previously; if the student can’t, then they should re-read. The student should then write down their answer underneath the corresponding question. Finally, after one is done, they should re-read the headings, sub-headings, questions, and answers the next day and at the end of the week to commit it to memory. I used the SQ4R method on the Communicating as a Professional essay and the Creator Mindset essay.
In conclusion, looking back on this semester, I have learned a great deal. What I have learned that was most useful, was the SQ4R reading strategy. Practicing my reading has also helped me get better at writing, through seeing the proper use of grammar. In addition, I have learned the proper way to cite sources for my writings in correct MLA format. What I feel I need to practice to become a better reader, is asking questions, as I tend only to read the material and not ask any, but the SQ4R has helped me improve. Overall though, I feel what I have learned this semester will end up helping me be successful in college, my future profession, and in many other areas of life.
Works Cited
DesRochers, Jennifer. How to take Cornell notes. YouTube, 26 July. 2012, https://www.youtube.com/watch?v=WtW9IyE04OQ. Accessed 24 Nov 2017.
“SQ4R – A Study and Reading Strategy.” Dear Teacher, Kings Features Syndicate, http://www.dearteacher.com/sq4r. Accessed 24 Nov 2017.