|Poor concentration || |
- Take frequent breaks.
- Tackle difficult material when your mind is fresh and alert.
- Use guide questions.
|Words are difficult or unfamiliar. || |
- Use context and analyze word parts.
- Skim through material before reading.
- Mark and look up meanings of difficult words, and jot meanings in the margin.
|Sentences are long or confusing. || |
- Read aloud.
- Express each sentence in your own words.
|Ideas are hard to understand; complicated. || |
- Rephrase or explain each in your own words.
- Make notes.
- Locate a more basic text that explains ideas in simpler form.
- Study with a classmate; discuss difficult ideas.
|Ideas are new and unfamiliar; you have little or no knowledge about the topic, and the writer assumes you do. || |
- Make sure you didn't miss or skip introductory information.
- Get background information by
- referring to an earlier section or chapter in the book.
- referring to an encyclopedia.
- referring to a more basic text.
|The material seems disorganized or poorly organized, or there seems to be no organization. || |
- Pay more attention to headings.
- Read the summary, if available.
- Try to discover organization by writing an outline or by drawing a map as you read.
|You don't know what is important; everything seems important. || |
- Use previewing.
- Ask and answer guide questions.
- Locate and underline topic sentences.