Inquiring Reader, The

List of contents

Preface
I.READING FOR INFORMATION.
1.How Do I Put My Brain to Work? Becoming an Active Reader.

Reading, The Thief of Minds.

Working in Groups.

Lester Lefton, Textbook Reading, Psychology Learning to Learn.

Active Learning: The Behaviors of Successful Students.

Reading, Gang Culture Gripped Young Teen, but High School Grad Emerges.

Working in Groups.

Harvey McKay, When Others Let Go, Hang On and Win.

Active Reading: Making the Most of Your Dictionary.

Locating an Entry Quickly.

Finding Correct Spellings.

Pronouncing Words Correctly.

Reading Portfolio: A Reading Survey.
2.What Is This About? Finding Topics and Subtopics.

General and Specific.

Recognizing Topics.

Identifying Subtopics.

Topics and Subtopics in Textbook Passages.

Dictionary Skills: Words With Multiple Meanings.

Active Learning: The Topic is Reading.

Nadine Rosenthal, Learning to Read as an Adult.

Reading Portfolio: Searching the Learning Resource Center.
3.What about the Topic? Recognizing Ideas.

From Topic to Idea.

Reading, Tension Headaches.

Jodi Garber, Kicking Asphalt.

Active Learning: Never Give Up!

Reading Portfolio: Finding Ideas in Articles.
4.What's the Big Idea? Main Ideas and Supporting Details.

Finding Main Ideas and Supporting Details.

Signals to Help Locate Main Ideas.

Topical vs. Main Idea Organization.

Reading for Important Information.

Active Learning: Strategies of Active Readers.

Reading Portfolio: Reading for Main Ideas and Major Details.
II.READING FOR UNDERSTANDING.
5.Do I Really Know What This Means: Making Inferences and Explaining Ideas.

Reading for Information in Longer Passages.

Reading for Understanding.

Reading for Information and Understanding in Newspapers.

Making Inferences in Reading.

Marta Salinas, The Scholarship Jacket.

Facts and Opinions.

Purpose and Tone.

Active Learning: The Motivation to Succeed.

Reading Portfolio: Reading for Understanding.
6.How Can I Build Vocabulary? Using Context and Word Parts.

Definitions in the Text.

Using Context Clues to Build Vocabulary.

Writing Good Context Sentences.

Using Word Parts to Build Your Vocabulary.

Active Learning: The Alternative Is Expensive.

Reading Portfolio: Writing Context Sentences.
7.Is There a Main Idea Here? Stating Implied Main Ideas.

Recognizing and Stating Implied Main Ideas.

Recognizing Implied Main Ideas in Literature.

Francisco Jimenez, The Circuit.

Active Learning: Building Frames of Reference.

Reading Portfolio: Frames of Reference.
8.How Does This Fit Together? Using Outlines and Maps to Summarize.

Saying Things in Your Own Words.

Making a Summary.

Previewing Skills.

Previewing: Laura Rich, The Customer Is Always Right: How to Return Practically Anything.

Laura Rich, The Customer Is Always Right: How to Return Practically Anything.

Using Word Parts to Find Meaning.

Active Learning: Creating Mind Maps.

Understanding Graphics in Texts.

Reading Portfolio: Summary and Response.
III.READING FOR PATTERNS.
9.What in the World Is This: Describing People, Places, and Things.

Graphics of Description.

Mind Maps for Description.

Description in Textbook Passages and Articles.

Previewing: Bailey, Kennedy and Cohen, The Great African-American Migration.

Textbook Reading: Bailey, Kennedy and Cohen, History, The Great African-American Migration.

Previewing: Dr. JoAnn Jarolmen, High School Hero.

Dr. JoAnn Jarolmen, High School Hero.

Word Parts: Making Descriptive Words.

Active Learning: Geographic Mind Maps.

Reading Portfolio: Descriptive Articles.
10.What's the Difference To You? Comparing and Grouping.

Mind Maps for Comparing, Contrasting and Grouping.

Graphics That Compare and Group.

Comparing and Contrasting: A Longer Textbook Passage.

Previewing: George J. Bryjak and Michael P. Sokora, Japanese Society: Where Do You Fit?

Textbook Reading: Sociology: George J. Bryjak and Michael P. Sokora, Japanese Society: Where Do You Fit?

Comparing, Contrasting, and Grouping: Articles.

Previewing: Cintra Scott, Study Styles.

Cintra Scott, Study Styles.

Previewing: Charles B. Garrigus, Our Two Greatest Presidents.

Charles B. Garrigus, Our Two Greatest Presidents.

Word Parts: Negative Prefixes.

Active Learning: Successful Behavior Survey, Part II.

Reading Portfolio: Articles That Compare and Group.
11.What in the World Is Going On? Time Sequence and Process.

Time Sequences in Narratives: Mapping a Story.

Mapping Stages in Short History.

Previewing: Tom Giago, Gambling Addiction Taking Huge Toll on Indian Families.

Tom Giago, Gambling Addiction Taking Huge Toll on Indian Families.

Mapping a Process: How Something Is Done.

Graphics Involving Time Sequence.

Story and Sequence in Longer Articles.

Previewing: Malcom McConnell, Hero of Sugar Loaf Hill.

Malcom McConnell, Hero of Sugar Loaf Hill.

Time Sequence and Lists in "How To" Articles.

Previewing: Jan Farrington, How to Manage Your Time, Part I.

Jan Farrington, How to Manage Your Time, Part I.

Active Learning: Building Timelines.

Reading Portfolio: Time and Process Articles.
12.Why Did It Happen and What Can We Do? Explaining Events and Finding Solutions.

Signals and Sequence in Cause and Effect.

Mapping Cause and Effect in Textbook Materials.

Graphics of Cause and Effect.

The Pattern of Problem/Solution.

Previewing: Jan Farrington, How to Manage Your Time, Part II.

Jan Farrington, How to Manage Your Time, Part II.

Previewing: Dan Hurley, When Good Kids Play Dangerous Games.

Dan Hurley, When Good Kids Play Dangerous Games.

Active Learning: Problem Issues.

Reading Portfolio: Problem/Solution Articles.

Summary

Designed to help students build a foundation for critical reading, this text uses a metacognitive approach that integrates three reading instruction components - active reading skills, cognitive concepts understanding, and pattern recognition techniques.
Active reading is built into the structure of the text. Questioning techniques are integrated throughout - chapter heads include a question, chapter openers list questions that students can answer, and previewing techniques are integrated and expanded as higher order thinking skills are introduced.
The text also acquaints students with a core of cognitive concepts that underlie analytical reading so students can better understand their learning processes. In addition, students build cognitive frameworks (time lines, classifications) that are in common use in college courses to gain an understanding of the connections and relationships within them.
The organization of The Inquiring Reader progressively integrates these three concerns. Part 1, “Reading for Information,” uses a questioning approach to introduce the basics and develops each topic in separate chapters: topics, ideas, main ideas, implied main ideas. Part 2, “Reading for Understanding,” stresses understanding information through explaining and summarizing important concepts oneself. Part 3, “Reading for Patterns,” engages students in reading articles and longer textbook passages with graphics.

Product details

• Authors: Garrigus, Richmond Garrigus
• Publisher: Pearson Academic
• Languages: English
• Product format: Paperback / Softback
• Released: 01.01.2002
• EAN: 9780205307555
• ISBN: 978-0-205-30755-5
• No. of pages: 496
• Weight: 770 g
• Series: Longman; Longman
• Subject: Humanities, art, music > Education > Education system