Reading Assessment Essay

In chapter 7, Taking Notes From Reading Material, my scores for the pre- assessment (550) and the post assessment (750) change magnitude slightly. One process that made my score increase was that I initially did non go steady how to effectively highlight my material. Highlighting is so very(prenominal) critical beca expend a person could waste time and energy when they could be doing other assignments. For a moment I thought the author had departed back into time and took a look at my notes from yesteryears.I was a perfect example of a passive learner who would highlight un-important phrases and sentences until I had a colored a lot of nothing. Active learners highlight less(prenominal) and try to grasp as much as they can sequence tuition, thus avoiding re- adaptation. The highlighting issue was definitely a weakness of mine, only when I will apply the techniques from the text to curb that problem. While not a great highlighter I can say that my note winning ability has al ways been a strong suit for me. I final cause on taking some steps from the lesson to improve on that as well.Effective note taking saves time and makes learning easier to retain. 3 In Chapter 8, Improving Reading Comprehension, my pre-assessment scores (550) and my post assessment scores (650) ar almost identical. I believe that to be because most of the see I had neer experienced before or it could have been due to the event that I have been out of school a very large time. Nevertheless, there are certainly some habits that I need to pull in upon to improve my personal reading comprehension.Knowing your purport and reading business is very important while learning. A persons reading purpose could be for their own greater good, to just challenge themselves, or to just be intent. Ones reading responsibility allows you to be able to answer questions during an exam or just animationing for use later on. If a person doesnt have a purpose or responsibility they have no directi on and time is wasted. I did learn that being to a greater extent engaged helps me learn better.In Chapter 9, Revving Up Your Reading, my scores for the pre-assessment (350) and the post assessment (600) nearly doubled. This was in result to the situation that speed reading is totally unseasoned to me. I have never experienced or taught how to speed read so this is a new learning curve to me. One weakness that I discovered almost myself if that I prefer to read moving my lips or out shabby slightly. According to the text, talking to yourself while reading tires you out, slows you down, and it limits ones comprehension.This is a sign of a passive reader, which also is referred to as low gear. starting time gear generates 100-300 words per s. Everyday reading (magazines, newspapers) would be considered as middle(a) gear. This generates 300-600 words per minute. High gear puts out about 600-1000 words per minute and is mostly used for skimming and pre-viewing. 4 The first activi ty (page 201) helped me understand a few traits that I learned about myself. Though I am a slow reader, I have been able to view good notes, understanding the information and having a fairly wide vocabulary.To keep my mind from wandering I am going to make an commence to mystify a faster reader, which should help me focus better and not lull myself into a daze. The phrasing activity (page 241) was a very raise challenge. Phrasing allows active readers to take a central word or thought and put a slash in between key words or phrases. This allows a person to get information without reading it verbatim. While most passive readers read one word at a time, phrasing allows a person to read to a greater extent effectively and saving time in the process.My next reading project I plan on using phrasing and becoming a more passionate, engaged reader which in turn helps me retain what I am reading. The steps and ideas that I have learned will enable me to become a better reader who enjoys while learning. Speeding up my reading in addition to my note taking skills should allow me to finish more projects faster and then be able to move on to something else. case 5 Beale, A. M. (2007). Success Skills Strategies for Study and Lifelong Learning. Mason OH South-Western Cengage Learning.