Course Match

College Reading & Study Skills, 10/e

BASIC APPROACH

(Note: This textbook was published by our college division for use by students at post-secondary institutions whose reading skills are below the level needed to succeed in college. Please review this text carefully to ensure appropriateness of content for your students.)

College Reading and Study Skills, a developmental-level text, focuses on teaching reading and study skills through direct instruction and multiple opportunities for skill application.

College Reading and Study Skills is a developmental level reading and study text. The illustrated introduction consists of ten Success Workshops on skills that directly contribute to success in college. Each chapter is a self-contained unit and opens with Chapter Focus and Purpose Questions and an interactive Learning Experiment designed to engage the student with the chapter content. Each chapter provides concise instruction on the topic it covers, skill application exercises, exercises that use textbook excerpts, interactive and collaborative activities, writing activities, and a Self-Test Summary and Quick Quiz.

FEATURES

• Success Workshops provide a fun, lively, and accessible format to provide students with skills that will directly contribute to their college success. Topics include acclimation to the college environment, textbook parts and learning aids, academic image, class participation, concentration, collaborative learning, stress management, learning from feedback, academic integrity, and a vocabulary learning system.
• Recognizing that many students are visual learners, the text presents information visually using maps, charts, tables, and diagrams.
• The text emphasizes individual learning styles and encourages students to adapt their reading and study techniques to suit their learning characteristics and the characteristics of the learning task.
• Students are encouraged to use writing as a means of learning. Writing-to-learn strategies include paraphrasing, self-testing, outlining, summarizing, mapping, and keeping a learning journal.
• Applying the findings from the research areas of metacognition and prose structure analysis, students are encouraged to approach reading as an active mental process of selecting, processing, and organizing information to be learned.
• Chapter opening features reinforce the author's "reading as a process" emphasis. Chapter Focus and Purpose Questions model questions that students commonly ask before reading a chapter and provide answers that establish the importance and relevance of the skills taught in the chapter. Learning Experiments and Learning Principles are interactive learning experiments designed to engage students in an activity that demonstrates a principle of learning that will help students learn the chapter content.
• Students learn to problem solve and explore applications through case studies of academic situations at the end of each chapter (Applying Your Learning); apply chapter skills in the Collaborative Learning activities; and apply chapter skills in the Applying Your Skills.
• Each chapter ends with several interactive multimedia activities that demonstrate the practical uses of the chapter content.
• Textbook excerpts provide realistic examples from across the disciplines and include exercises to test comprehension.
• Thematic readings, 15, grouped according to five themes, are contained in Part 8. These readings provide realistic material on which to apply skills taught in the chapters. They also provide students with an essential link between in-chapter practice exercises and independent application of new techniques in their own textbooks, and valuable practice in synthesizing and evaluating ideas.
• Evaluating Electronic Sources and Cyberplagiarism topics are covered in Chapter 9 where students are taught how to locate, read, and evaluate electronic sources. They are also given guidelines for evaluating a site's content, appropriateness, level of technical detail, presentation, completeness, accuracy, timeliness, and links.

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