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  • >> NARRATOR: Hello, and welcome to part B of the Self-Assessment Inventory: Reading Decoding

  • and Speed. >> NARRATOR: Reading Decoding being the strategies

  • used to sound out and understand a word. >> NARRATOR: Some Learning Strategies for

  • this style are finger tracking, basically running your finger along the line you're

  • reading to help keep your place, >> NARRATOR: using a ruler, which is similar

  • to finger tracking, except allows you to use color, so if you prefer to look at yellow

  • or pink or green, gives you that option, >> NARRATOR: or a mask, which I have an example

  • of. Just take a note card and cut a line out of it and it gets rid of all the other text

  • and makes it easier to focus on what >> NARRATOR: you actually want to read in

  • that one line. >> NARRATOR: Also, using Premier Tools to

  • change the font color, type, and size. Premier Technologies is really good for having your

  • homework read to you, altering the voice speed, >> NARRATOR: changing the voice, changing

  • size, color, and peresonalizing your study so that you understand it as well as possible.

  • >> NARRATOR: Strenghtening and Decoding skills >> NARRATOR: A good one is reading aloud.

  • YOu process information differently when you have to read it to someone else, and therefore,

  • >> NARRATOR: you have to learn it again and you better understand it yourself.

  • >> NARRATOR: And a style of study called Multi-Pass, which is where you study all the pieces of

  • the chapter before you read the text itself, >> NARRATOR: so examples of these are headings,

  • visuals, bolded words, introductions, and conclusions.

  • >> NARRATOR: I can give you an example using the picture of the textbook on the left-hand

  • side. As you can see, it has columns on the outer parts of both pages and it also has

  • a bunch of pictures. >> NARRATOR: So, using Multi-Pass, you would

  • read what the, excuse me, you would read what is being said inthe text underneath the pictures,

  • you would read the columns, >> NARRATOR: you would read any headings,

  • you would make questions about that, and you would also understand what that was and then

  • when you read back thru the text of the chapter, >> NARRATOR: that stufff won't trip you up,

  • you'll be able to understand it better. >> NARRATOR: Group work is also another good

  • one, allowing you to hear multiple ideas and ways of looking at a problem, along with the

  • use of context clues. >> NARRATOR: We have an example of this on

  • the right hand side of the slide, and I'll go ahead and read it out loud.

  • >> NARRATOR: As you are reading, you will naturally find unfamiliar words. If you are

  • a perspicacious reader, your keen sense of detail may find the meaning from the context

  • clues. >> NARRATOR: Now if you find a word, like

  • persipicacious, in your reading, you can also just go to a dictionary and look it up,

  • >> NARRATOR: and we have the dictionary definition, which is "able to understand or percieve keenly".

  • >> NARRATOR: So you're probably going to ask me "Chelsea, if you have a dictionary, why

  • do you even need to use context clues?" >> NARRATOR: Well, it's really simple. If

  • you're taking a test, in one of the test questions you come across the word perspicacious,

  • >> NARRATOR: the teacher's not just going to let you out of the room to go and look

  • it up. So that's where context clues come in, because you see "perspicacious reader"

  • >> NARRATOR: and then right after that, there's a describer, the context clue "your keen sense

  • of detail" and that's how you can help figure it out,

  • >> NARRATOR: "Well, perspicacious must have to do, have something to do with understanding

  • detail and paying attention to it, and if you look at the definition, that's what it

  • is. >> NARRATOR: So, that's one way to use context

  • clues to help you actually do better on exams and understand questions.

  • >> NARRATOR: Clarifying New Concepts: You can ask for or seek clarification of new topics.

  • >> NARRATOR: An example of this is, say you're sitting in class, your teacher writes something

  • on the board, you have no idea of what it means. This has happened to me a number of

  • times. >> NARRATOR: What you can do is just raise

  • your hand and ask about it, because if you don't know , probably four or five other people

  • in your class don't have any idea either. >> NARRATOR: So, you'll not only be helping

  • yourself, but you'll be helping them. >> NARRATOR: Group work and/or partner study

  • is also good. It allows you to hear multiple ideas from multiple perspectives on how a

  • problem works or how to solve problems. >> NARRATOR: It will hopefully inspire you

  • and maybe you'll inspire others to be able to tackle problems in a different way.

  • >> NARRATOR: This video has been sponsored by the Disability and Assistive Technology

  • Center at the University of Wisconsin-Stevens Point.

  • >> NARRATOR: Thank you so much for taking some time to watch our video. Please go ahead

  • and access our website and check out the resources we have; we'd love it if you do.\

  • >> NARRATOR: I really hope this video has been helpful to you and have a nice day.

>> NARRATOR: Hello, and welcome to part B of the Self-Assessment Inventory: Reading Decoding

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A2 narrator read decoding context reading understand

B Reading Decoding and Speed

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    阿多賓 posted on 2014/02/05
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