Reading Skills

Introduction

Reading is a skill that we take for granted. We assume that if we are capable of reading, then reading tasks should be easy to complete. At university, reading is not a passive activity. When reading at university, you will find that you must utilise other skills while reading, for example you may need to have an understanding of note taking skills. This help sheet introduces you to ways that you can maximise a skill you already possess, in a way that makes the best use of your study time.
You may find that it is useful to read the 'Note taking skills' handout in conjunction with this handout. Many of the tips in the 'note taking' handout relate to reading skills. The handout is available from the Student Support Officer. The following sheet comprises a number of reading 'tips and tricks' for tackling the reading tasks you will encounter at university.

Getting started - the book list

Book Tips Look carefully through the contents of the book and identify which chapters will be most relevant. The books' introduction should also give you an idea of how the book is laid out and which chapters cover which topics. Before reading a whole chapter read the introductory paragraph and the concluding paragraphs - this will give you a good idea of subjects covered and the arguments used by the author.

When your first start your course, you will be given a book list by your tutor. The book list should be reflective of the course syllabus and should provide a starting point for further investigation and reading. One of the most daunting things about a book list is that it may seem to be very long. However, it is rare that a student would need to read every book on a book list from beginning to the very end. Be selective when choosing books from the list. Try to match up books with each week's topic. In preparation for the topic, you might like to read a relevant chapter or you might skim over the main headings of an entire textbook, stopping to read points that particularly interest you.
At the end of each week when you review your handwritten notes, you might supplement this activity with further relevant reading from the book list. And remember, the book list is only a starting point. When you begin to look at assignment or specialist topics, ask your tutor to recommend more challenging books, or contact your subject librarian.

Effective reading versus speed reading

If you've ever flicked over to the TV sales channels on cable, you might have seen advertisements for 'speed reading' courses. The concept of 'speed reading' was once very popular as a study tool. The idea that you could read ten times faster than other students was marketed as 'competitive advantage'. While it may be tempting to purchase one of these courses and to have a great reading speed, it is more important that you can read selectively and that you can read reflectively. Reading effectively means that you can skim through a book with purpose, picking out those chapters and sections that are relevant to your task. Speed reading is only effective if you MUST read an entire book. This is rarely a necessity.
Reading reflectively means that you understand how to relate what you are reading to other materials you have read and that you take the time to question and criticise. When you are speed reading, you are mostly concerned with job completion and total recall. It is more important that you are able to think about what you have read and that you are able to relate it to your assignment topic or another author's argument. If you simply speed read, you won't have the time to be reflective. Take time for your reading and think about what is important to maximise your effectiveness.

Tips for efficient and effective reading

• Think about the environment in which you are reading. You cannot concentrate on reading and understanding if you are in an environment that is noisy and uncomfortable. Turn off the television or move into another, quiet room to read. Make sure that lighting is adequate and that you are comfortably seated. You may like to work at a table so you can take notes. Try to avoid important reading if you are tired or if your eyes ache. Figure out which time of the day is best for you and study and read at this time when possible.
• Be reflective when you read and read with purpose. When you read, understand what you are trying to achieve and continually ask yourself if what you are reading is useful and relevant to the task. Think about how the reading fits with what you have read previously and what you have learnt in other contexts. If you have questions about the reading, jot them down as you read and follow them up. Ask yourself if you agree or disagree with the author and be aware of any gaps in the author's argument.
• Be critical of your source. Be aware that the author will have particular biases that will impact on the information that that is being delivered. Be particularly aware of this when reading newspapers and other popular publications. In the case of books and journals, you will often find that the author is trying to support their own hypothesis or point of view and may only present arguments from one perspective. Before forming your own opinion on a topic, read widely and critically and be prepared to encounter opinions that are contrary to your own.
• Read between the lines. Often, what is written on the page should not be taken literally. Consider the following example. You are reading a historical account of a battle and the author reports that every soldier in the battalion suffered from mustard gas. The author then writes that the battle was therefore worse than another battle in which every soldier died. The author might be making a bad joke, but is more likely making a comment in an alternative context. For example, the author might be talking about the long-term economic effects of war, and might be suggesting that the mustard gas sufferers pose a long-term economic burden when compared with those who have died in battle. Another example would be when a politician is interviewed by the media and reports that she has 'no comment' about a situation. We should read between the lines here and realise the politician probably has quite a bit to say.

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