Nelson Higher Education

Higher Education

College Reading: The Science and Strategies of Expert Readers, 1st Edition

  • Janet Nay Zadina
  • Rita Smilkstein
  • Deborah Daiek
  • Nancy Anter
  • ISBN-10: 1111350019
  • ISBN-13: 9781111350017
  • 688 Pages | Paperback
  • COPYRIGHT: 2014 Published
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Overview

About the Product

COLLEGE READING: THE SCIENCE AND STRATEGIES OF EXPERT READERS approaches reading from a thinking skills perspective by explaining how we think, learn, and read. This expert group of authors credibly incorporates widely proven brain research and learning theory into a user-friendly dynamic reading textbook aimed at diverse learners. The bridge from the scientific research to the classroom is carefully crafted so that not only will students learn to read more efficiently, but they will also learn how to learn more efficiently. By explaining the brain science of reading, COLLEGE READING empowers students with the knowledge that they can change their brain into a more effective reading brain. COLLEGE READING teaches students how to read by providing interactive learning and reading opportunities--Making Connections, Brain Connections, Activities, Practice with a Reading Passage, Post Test, and Brain Strength Options--so that students are discovering, understanding, and remembering essential reading skills they can apply to their future coursework. All students can be naturally motivated, expert readers and learners with COLLEGE READING. Available with InfoTrac® Student Collections http://gocengage.com/infotrac.

Features

  • We learn what is important to us. Students' brains can be in a state of low arousal which is not conducive to learning unless their minds are engaged. Tip from the Brain Doctor introduces students to some of the research behind learning in a very user-friendly way while also suggesting how the students may use this information to improve their learning and reading. Brain Strength Options provides many projects for diversifying strategies and reaching diverse learners; students to self-select according to their strengths. A variety of high-interest, multi-length, college-level practice readings are provided throughout the book. Many students have never experienced reading as an enjoyable activity. It's critical that students are exposed to interesting and controversial readings, in order to fully engage in reading related activities.

  • The frontal lobes develop in response to experience. The frontal lobes are still developing until around age 25. Then throughout life good frontal lobes help you make good decisions. If you engage in activities that stimulate the frontal lobes you can make them better. If you want students to be better thinkers, then they must be provided with those activities. Comprehension Checks are classroom assessment techniques embedded in every chapter to ensure what students are learning and how well. Various activity types are designed to stimulate multiple avenues toward natural learning, thus reaching a greater range of learners, especially diverse ones.

  • Fire it until you wire it! Repetition is important because the more a group of neurons fire together the more likely they are to fire together again. Learning involves the strengthening of these neural networks. Making Connections activates the students' existing network of knowledge in order to help them make connections to the new material introduced in that chapter. "Practice with a Reading Passage” allows the students to reinforce what they have learned in the chapter to solidify the learning. Skills are also referred to and revisited in later chapters, building and strengthening them over time. Post Tests at the end of each chapter serve as a cumulative critical reading activity for all the critical reading strategies presented in the book. These tests require students to do more than just fill in the blanks, thus encouraging students to expect more from themselves and their reading course.

  • Memory has to be actively stored and is stored in multiple places, needing to be reassembled for recall. Many times what appears to be reading comprehension problems are actually working memory problems. Chapter 2 is completely devoted to teaching students about how the memory works and providing strategies for addressing working memory problems that can hinder them when test-taking or comprehending what they read.

  • The visual pathway is powerful! The brain is very visual and learns best through pictures. When pictures are associated with information it creates a more powerful memory. Brain Connections: Self-Assessments asks students to visually depict their level of understanding by drawing dendrites as they progress through the chapter in relation to how the brain processes information. Students work with mind maps as chapter opening guides, to help identify main ideas and details, and follow an argument to help organize their thinking and improve their thinking skills. Chapter 10 is devoted to understanding visuals in textbooks. Students are also taught how and why to create images as a method of studying from their textbooks.

  • The brain is a social brain. The brain seems to be designed to learn from other people. Much of knowledge is socially constructed. Many of the activities are designed so that they can be done as group activities should the instructor desire to do so. The Student to Student Feature also personalizes the learning experience by providing other students' honest experiences with becoming expert readers.

  • InfoTrac® Student Collections are specialized databases expertly drawn from the Gale Academic One library. Each InfoTrac® Student Collection enhances the student learning experience in the specific course area related to the product. These specialized databases allow access to hundreds of scholarly and popular publications - all reliable sources - including journals, encyclopedias, and academic reports. Learn more and access at: http://gocengage.com/infotrac.

Reviews

"I am thrilled that a college reading textbook finally has paired how to learn with the process of reading. It incorporates teaching the student about the brain and how it functions and then applies that to the process of reading. This is something I have tried to do for over twenty years. It's gratifying to find a text that does it so well."
— Jonelle Beatrice, Youngstown State University

About the Author

Janet Nay Zadina

Janet N. Zadina, Ph.D is an Adjunct Assistant Professor at Tulane University School of Medicine, Department of Neurology. She is a cognitive neuroscientist and former community college instructor of reading and English. She has conducted award-winning research on the neurobiology of dyslexia. She is an internationally known speaker on brain research and instruction and author of several books and articles in the fields of science and education. Her background as a teacher and reading specialist, along with her neuroimaging of dyslexia experience in the lab, serves her in her passionate devotion to developmental reading students. She sees reading instruction through the eyes of a teacher and a scientist. Because research shows that students who learn about their brain become higher achievers than those who don't, she is passionate about the importance of educating students as well as teachers about the brain. She is the 2011 winner of the Society for Neuroscience Science Educator Award given to "an outstanding neuroscientist who has made a significant impact in informing the public about neuroscience." She is also a CLADEA Fellow, which recognized her lifetime achievement in helping college developmental students. She is a member of Society for Neuroscience, Neurobiology of Language Society, National Association for Developmental Education, and College Reading and Learning Association.

Rita Smilkstein

Rita Smilkstein, Ph.D, has spoken nationally and internationally on brain-compatible education and the Natural Human Learning Process (NHLP). She has taught in middle school through graduate school, including 26 years in the Humanities Division at North Seattle Community College. Currently she is Professor Emerita, North Seattle Community College, and invited faculty in Secondary Education at Western Washington University's Woodring College of Education, Everett Campus. She has received many teaching awards, including the National Institute for Staff and Organizational Development's Excellence Award, 1991, 1995; the College Reading and Learning Association's highest honor, the Robert Griffin Award, 2005; Induction as a Fellow of the Council of Learning Assistance and Developmental Education Associations, 2006, the highest honor in the field of Developmental Education. Her B.A. was in English at the State University of Iowa; her M.A. in English was at Michigan State University; and her Ph.D. in Educational Psychology was at the University of Washington. Her book We're Born to Learn: Using the Brain's Natural Learning Process to Create Curriculum (Corwin Press, 2003, 2nd ed., 2011) won the Delta Kappa Gamma International Society's Educator's Award of the Year, 2004. A second edition of her book Tools for Writing: Using the Natural Human Learning Process was published by Many Kites Press, 2011. She also frequently gives presentations at national conferences of educational organizations such as the College Reading and Learning Association and the National Association of Developmental Education.

Deborah Daiek

Deborah B. Daiek, Ph.D. serves as the Associate Dean for Learning Support Services, Schoolcraft College, Livonia, Michigan. She oversees the College's Library, Collegiate Skills Reading Department, English as a Second Language courses, the Education Transfer Program, and the Learning Assistance Center (LAC) which houses tutoring, Peer Assisted Learning, Writing Fellows, Student-Athlete Support System, and University Bound. Under her direction, Schoolcraft's LAC was the recipient of the John Champaign Memorial Award for an Outstanding Developmental Education Program. She provides new faculty orientation workshops on ways to engage students in the learning process. She holds a Bachelor of Arts degree cum laude as well as an MA in Adult Learning, both from Western Michigan University. Additionally she holds a doctorate from Wayne State University in Instructional Technology, with an emphasis on cognition. She is twice the Past President of MDEC, the Michigan Chapter of NADE, and remains actively involved. In 1998 she was given the Outstanding Developmental Educator Award. She is a member of NADE and CRLA as well. She co-chaired NADE's Brain Compatible Education SPIN, and received NADE's Administrator for Outstanding Support of Developmental Education Award. She served as Treasurer and President for the North Central Reading Association (NCRA).

Nancy Anter

Nancy M. Anter, MAT, MA is an educational consultant and freelance writer with over 20 years of experience in the field of developmental education. She has taught reading and writing at the high school, community college, and university level, and has offered national and local workshops and seminars on learning theory and composition. She coordinated the learning center at Wayne State University. Her work involved instruction for student athletes, ESL students, and the general university population as well as individual students preparing for graduate level exams. Because she witnessed student success at both ends of the academic spectrum, developmental level to graduate level, she understands the importance of starting instruction where students are comfortable and gradually leading them to higher levels. She holds a B.A. in English from the University of Michigan and two M.A.s from Wayne State University -- one in English education and the other in English, with an emphasis in composition theory. Her publications include articles in the Learning Assistance Digest and American College Personnel Association. She currently sits on the Board of Directors for Pregnancy Aid and is a member of MDEC, the Michigan chapter of NADE.

Table of Contents

1. Making Brain Connections to Become An Expert Reader.
2. Remembering What You Read.
3. Developing Your College Vocabulary.
4. Locating Stated Main Ideas.
5. Finding Supporting Details.
6. Using Inference to Identify Implied Main Ideas.
7. Recognizing Patterns of Organization.
8. Using Preview, Study-Read, and Review (PSR).
9. Taking Control of Your Textbook: Marking and Note Taking.
10. Using Visuals to Increase Your Understanding of Textbooks.
11. Understanding and Creating Arguments.
12. Reading Arguments Critically.
13. Reading Beyond The Words.
Appendix.
Test Taking Strategies.

Supplements

All supplements have been updated in coordination with the Main title.
Please see Main title page for new to this edition information.

Instructor Supplements

Instructor's Manual with Test Bank  (ISBN-10: 1133959148 | ISBN-13: 9781133959144)

The Instructor's Manual is designed for both professors who are new to and familiar with implementing brain-compatible learning strategies in their courses. The Instructor's Manual includes an introduction on the benefits of brain-compatible learning and teaching strategies to foster brain-compatible learning in your course. Author Spotlights throughout the manual highlight individual author's experiences using strategies from the book and how instructors can successfully do the same. Sample syllabi, classroom activities, course teaching tips, and handouts are among the many other resources available in the Instructor's Manual. Note: A Test Bank is available to accompany this book on the Instructor’s Companion Site or via Examview®.

ExamView®  (ISBN-10: 113395913X | ISBN-13: 9781133959137)

Create, deliver, and customize tests and study guides (both print and online) in minutes with this easy-to-use assessment and tutorial system. ExamView offers both a Quick Test Wizard and an Online Test Wizard that guide you step by step through the process of creating tests, while its "what you see is what you get" interface allows you to see the test you are creating on the screen exactly as it will print or display online.

MindTap English, 1 term (6 months) Instant Access for Zadina/Smilkstein/Daiek/Anter's College Reading: The Science and Strategies of Expert Readers  (ISBN-10: 1285514165 | ISBN-13: 9781285514161)

MindTap English for Zadina/Smilkstein/Daiek/Anter's College Reading: The Science and Strategies of Expert Readers is the digital learning solution that helps instructors engage and transform today's students into critical thinkers. Through paths of dynamic assignments and applications that you can personalize, real-time course analytics, and an accessible reader, MindTap helps you turn cookie cutter into cutting edge, apathy into engagement, and memorizers into higher-level thinkers.

Student Supplements

MindTap English, 1 term (6 months) Instant Access for Zadina/Smilkstein/Daiek/Anter's College Reading: The Science and Strategies of Expert Readers  (ISBN-10: 1285514165 | ISBN-13: 9781285514161)

MindTap English for Zadina/Smilkstein/Daiek/Anter's College Reading: The Science and Strategies of Expert Readers provides you with the tools you need to better manage your limited time -- you can complete assignments whenever and wherever you are ready to learn with course material specially customized for you by your instructor and streamlined in one proven, easy-to-use interface. With an array of tools and apps -- from note taking to flashcards -- you'll get a true understanding of course concepts, helping you to achieve better grades and setting the groundwork for your future courses.

Blackboard MindLink for MindTap English Instant Access  (ISBN-10: 1285589963 | ISBN-13: 9781285589961)

MindTap was created to harness the power of technology to drive student success. This cloud-based platform integrates a number of learning applications (“apps”) into an easy-to-use and easy to access tool that supports a personalized learning experience. MindTap combines student learning tools-readings, multimedia, activities and assessments-into a singular Learning Path that guides you through your English course.