Various reading techniques

  • Skim reading.
  • Scanning. Looking for specific information, keywords.
  • Searching. For particular answer. Search on devices and index on paper.
  • Close reading. Syntopical reading.

Well-established Reading Strategies1

  • SQ3R
    • Survey
      • Know your book. Read the title, subtitle, contents, annotation, and preface. The usual lot.
    • Question
      • At this stage, we can turn each chapter into a question.
        • It’s actually a great exercise. It frames and primes the brain to be sensitive to information. We can go with the question from the [[План урока — Скимминг|skimming workshop]], or we can create new ones.
        • Maybe a question from the learned section of KWL would be appropriate.
    • Read
      • Read with the question in mind.
      • We can mark the book in such a way that it’s going to remind us about them every time we open or turn the page.
    • Recite
      • Write a short summary of what has been read.
      • My opinion is that a summary naturally emerges the moment we start working with notes and manipulate the author’s ideas.
    • Review
      • The last part, where we review the notes we’ve crafted, look for connections and associations, scan for gaps, and plan further research.
  • KWL. Classic questions from my workshops:
    • Know. What do I already know?
    • Want to know. What do I want to know?
    • Learned. What have I learned?
      • This is a shallow question, that is comparatively easy to answer. I suggest another: In what way might this information be useful, or how can I benefit from it, or how does it influence my behavior?
  • SOAR
    • Select. We have to choose key ideas and concepts.
    • Organize. The process of organizing it into a scheme, table, or other form.
    • Associate. Connect with something you already know.
    • Regulate. This seems redundant, existing for self-checking (testing). If I understood correctly.
      • This happens the moment we collide ideas from notes with reality.
      • What survives, represents understanding.
  • TOTE. One that I’ve missed from Dilts’ Dynamic learning book.
    • Test. We need to test not everything but the limits of our beliefs and what we think we know.
    • Operate. This is the process, mechanical action that is connected not only with testing beliefs and knowledge, but with learning something new, that we didn’t before.
      • It means looking for sources that can fill the knowledge gap, skim and deep-read some parts, analyze what you’ve learned and updating either outdated or missing knowledge.
    • Then TEST again, collide new knowledge with reality, and see if it endures the stress of real life, then if needed operate again and see what else do you need and test again.
    • Execute. Change a behavioural pattern, implementing new doing things in a new or partially new way.

Notes that came from the idea above

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