Reading across the Curriculum: Tools for the classroom

This guide includes references on the topic, best practices and some tools to use in the classroom.

Bloom’s Taxonomy is a learning module that was first developed in 1956 by a committee of educators chaired by Benjamin Bloom. 


3 Rs for Academic Survival*

Essential techniques for mastering textbook assignments.

READ     Read the chapter paragraph by paragraph. Read and re-read until you can answer the question: What did the author say about this paragraph?

RECORD   Once you are able to describe what is in the paragraph, you will want to retain that learning by underlining, making notes in the margin or making notes in your notebook.

RECITE    Cover your notes or printed page and recite aloud. If you can't say it now, you won't be able to say it tomorrow in class or write it in a week on an exam. 

SQR3 Method for Thorough Study*

Look over material critically.

Skim through the book and read topic and subtopic headings and sentences.

Read the summaries at the end of chapters and books.

Try to anticipate what the author is going to say.

Write these notes on paper, in sequence; then look over your jottings to get an overall idea or picture. This will enable you to see where you are going.

Instead of reading paragraph headings such as "Basic Concepts of Reading," change to read, "What are the Basic Concepts of Reading?" These questions will become "hooks" on which to hang the reading material.

WRITE these questions out; look over the questions to see the emphasis and direction; then attempt to give plausible answers before further reading.

 Read with smoothness and alertness to answer the questions.  Use all the techniques and principles demonstrated in class.

WRITE notes, in your own words, under each question.

Take a minimum number of notes-use these notes as a skeleton.

 Without looking at your book or notes, mentally visualize and sketch, in your own words, the high points of the material immediately upon completing the reading.

a. This forces you to check understanding.

b. This channels the material into a natural and usable form.

c. This points up what you do not understand.

d. This forces you to think.

Look at your questions, answers, notes and book to see how well you did recall.

  • Observe carefully the points stated incorrectly or omitted.
  • Fix carefully in mind the logical sequence of the entire idea, concepts, or problem.
  • Finish up with a mental picture of the WHOLE.

Active Reading Guides

These guides were created by Professor Elizabeth Marsh.  Feel free to use them with your classes.