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Making Reading Relevant: The Art of Connecting
Teri Quick, Metropolitan Community College
Melissa Zimmer, Metropolitan Community College
Diane Hocevar, Metropolitan Community College

ISBN-10: 0131944061
ISBN-13: 9780131944060

Publisher: Prentice Hall
Copyright: 2007
Format: Paper; 256 pp
Published: 09/07/2006

Suggested retail price: $44.20
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Making Reading Relevant: The Art of Connecting teaches students to become better, more efficient readers by exposing them to essential reading strategies and “real-life” materials, or primary sources.

 

For several years, Quick, Hocevar, and Zimmer searched for a simple, concise text to use in their reading classes. However, they could not find a brief text that still managed to address all of the topics and issues they found they needed  in order to conduct productive and meaningful courses. As well, they were unsuccessful in finding anything that stressed the application of reading strategies using primary reading sources as the basis of the content, a core idea too often sacrificed for the sake of brevity. It was then that the authors decided to collaborate and write a text to specifically fill all these needs while maintaining a simple premise: sometimes less is more. In this age of information overload, the authors find it imperative that students learn to become better, more efficient readers -- and not by just reading about how  to read, but by applying skills to reading real sources. 

Do you have multiple courses that require a reading text?

 

This text addresses all reading topics necessary for success in college reading, as well as those assessed on state-wide reading tests (including Texas and Florida). It is intended for use in any college reading course, from college prep to higher level, within a variety of contexts:

  • reading courses that incorporate primary reading sources such as newspapers, newsmagazines, novels, textbooks, and the Internet, or as a stand-alone text. Essential reading strategies are presented, but the choice of primary sources should be consistent with the reading level of the course;
  • reading courses “paired” or “linked” with a content-area course;
  • online reading modules or courses;
  • reading courses on a quarter system, because of the brevity of the text; and/or
  • reading courses on a semester system, which focus on the application of strategies, using primary reading sources.

How do you engage students in the material?

The text and Instructor’s Manual are structured to help students (and instructors) work through the lessons quickly and meaningfully.  Each text chapter includes the following:

  • Stated objectives followed by a readiness quiz: The readiness quiz is not meant to be a true pretest; its purpose is to help gauge the prior knowledge of the students and to serve as a bridge-in to the chapter. (examples, pgs. 26, 108, 154)
  • Learning strategies with featured “QUICK  Tips” to highlight some of the more important strategies (examples, pgs. 34, 91, 142)
  • Practices using a variety of concise “real-life” content within the text (examples, pgs. 68, 95, 120)
  • Suggested learning activities
  • For extended practice and/or post testing, the learning activities, as well as the quick chapter check-up quizzes in the Instructor’s Manual (IM), may be used.  The IM also includes ideas for teaching the text strategies.

CHAPTER ONE:  VOCABULARY STRATEGIES

Vocabulary Strategies Overview

A.   Context Clues

1.    Definition Clues

2.    Example Clues

3.    Contrast Clues

4.    Inference Clues

B.   Word Analysis

1.    Syllabication

2.    Root Words, Prefixes, Suffixes

3.    Latin and Greek

C.   Denotation and Connotation 

 

CHAPTER TWO:  BASIC COMPREHENSION STRATEGIES

Comprehension Strategies Overview

A.     Identifying Topics

B.     Identifying Main Ideas

C.     Identifying Details

D.     Improving Comprehension

 

CHAPTER THREE:  TEXTBOOK STRATEGIES

Textbook Strategies Overview

A.   Identifying and Using Textbook Organizational Aids

B.   Textbook Reading Methods

1.    SQ3R

2.    3C

3.    Triple Highlighting

C.   Skimming and Scanning

 

CHAPTER FOUR:  CRITICAL READING STRATEGIES

Critical Reading Strategies Overview

A.   Predicting, Making Inferences, and Drawing Conclusions

1.    Predicting

2.    Making Inferences and Drawing Conclusions

           Part B Critical Reading Strategies Overview

B.   Analyzing and Synthesizing

1.    Identifying Writer’s Purpose

2.    Fact and Opinion

3.    Judging Validity

4.    Identifying Author Attitudes, Bias, Tone and Assumptions

 

CHAPTER FIVE:  FIGURATIVE LANGUAGE STRATEGIES

Figurative Language Strategies Overview

A.   Metaphor and Simile

B.   Personification

C.   Hyperbole

 

CHAPTER SIX:  PATTERNS OF ORGANIZATION STRATEGIES

Patterns of Organization Strategies Overview

A.   Narration Example

B.   Description Example

C.   Process Analysis Example

D.   Classification Example

E.   Comparison/Contrast Example

F.    Cause and Effect Example

G.  Definition Example

 

CHAPTER SEVEN:  GRAPHIC ORGANIZER STRATEGIES

Graphic Organizer Strategies Overview

A.   KWL

B.   Concept Web (or The Five W’s)

C.   Cause and Effect Chain

 

CHAPTER EIGHT:  COMPUTER READING AND WRITING STRATEGIES

Computer Reading and Writing Strategies Overview

A.   How to Search the Internet

B.   Evaluating Web Sites

C.   Word Processing Basics — A Reference Guide

For Intermediate Reading (9-12 grade level)


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