Learning to Learn project topic : Improving reading - Assignment Example

Reading Skills It is possible to advance on learning skills by improving the skills for reading. Being able to read well promotes better understanding of the concept (Zimmerman 65). Reading is a fundamental part of the process of learning. Reading books, blogs, magazines and newspapers abundantly improves fluency and understanding (Gourgey, 86). Abundant reading assists in sentence construction structure, organization, and vocabulary. There are various classifications or effective reading referred as SQ3R (Dunlosky and Metcalfe, 334).

Survey, involving quick glance at main parts of the book or chapter gives an overview of the material organization and development. It helps the reader grasp major ideas before actual reading. Formulating questions makes the reader to go through the comprehension with the aim of getting answers thus understanding. Tacking questions indicate whether the reader has grasped contents. Reading itself is an active process that requires concentration. While reading, one is able to get answers to the questions formulated earlier.

He or she is also capable of summarizing ideas (Zimmerman, 72). A good reader should recite after the end of each section to test the ability to recall ideas. Real learning takes place when reciting. A reader can determine whether he or she has forgotten ideas or still recalls them. Efficient readers review the material occasionally (Dunlosky and Metcalfe, 334). Reviewing fixes the material in the memory. Readers who review their work do not struggle to cram in the last minute. Effective review comes after initial learning.

According to Gourgey (91), other factors for good reading skills include peaceful environment and practice. An environment that is peaceful, away from noise and disturbance motivates a reader to grasp the contents. Constant practice makes the reader perfect. More important, reading has to be interesting and enjoyable. A good reader is equally a good learner. Work CitedDunlosky, Jones and Metcalfe, James. Metacognition. New York: Sage Publications, 2009. Print. Gourgey, Ann, Teaching reading from a metacognitive perspective: Theory and classroom experiences: Journal of College Reading and Learning, 1999 (30), p. 85-93.Zimmerman, Baldin.

Becoming a self-regulated learner: Theory into Practice. New York: Pearson Prentice, 2002. Print.