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Eight Tips To Understand and Remember What You Read — Especially As You Read Nonfiction

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Despite Insta­gram, YouTube, Face­book, Twit­ter, and tele­vi­sion, (or per­haps pre­cise­ly because of all of them) tra­di­tion­al read­ing is still an impor­tant skill. Whether it is mag­a­zines, pro­fes­sion­al man­u­als or fas­ci­nat­ing books, peo­ple still need to read, now and in years ahead. And much of it is non­fic­tion mate­r­i­al, where it’s impor­tant to real­ly under­stand and then remem­ber what you are read­ing.

An unfor­tu­nate rea­son why many peo­ple don’t read much these days is that they don’t read well. Read­ing, for them, is slow, hard work and they don’t remem­ber as much as they should. They often have to read some­thing sev­er­al times before they under­stand and remem­ber what they read.

Why? You would think that every­one learns how to read well at school. Schools do try, but I work with mid­dle-school teach­ers and they tell me that many stu­dents are 2–3 years behind grade lev­el in read­ing pro­fi­cien­cy. Some of the blame can be placed on fads for teach­ing read­ing, such as phon­ics and “whole lan­guage,” which some­times are pro­mot­ed in shal­low ways that don’t respect the need for both approach­es. And much of the blame can be laid at the feet of par­ents who set poor exam­ples and, of course, on the young­sters who are too dis­tract­ed by social media and tele­vi­sion to learn how to read well.

Now the good news. For any­one who missed out on good read­ing skills, it is not too late to improve now. I sum­ma­rize below what I think it takes to read with good speed and com­pre­hen­sion. Read the rest of this entry »

Update: Brain teasers and brain fitness tips to improve attention and memory in 2016

3_BRAINSDear Sharp­Brains friend,

Time for Sharp­Brains’ Decem­ber e-newslet­ter…and we are hon­ored to announce that the Japan­ese edi­tion of The Sharp­Brains Guide to Brain Fit­ness just became avail­able, and is doing well! (more below)

Let us wish you Hap­py Hol­i­days and Hap­py New Year, and share a few resources and insights that may come handy in 2016.

Resources to enhance brain fitness in 2016:

New brain research:

Take-aways from the 2015 SharpBrains Virtual Summit:

BrainFitnessJapanese_Amazon

Meanwhile, in Japan…

 

Best wish­es for a sharp, healthy and hap­py 2016!

The Sharp­Brains Team

December Update: Wishing You and Yours a Very Brain-Fit Decade

How can we help younger gen­er­a­tions find the right path to life­long brain health and per­for­mance — espe­cial­ly as they will live longer, and in more dynam­ic, com­plex envi­ron­ments? We cre­at­ed the Brain Health across the Lifes­pan series to curate reli­able sources of infor­ma­tion, and here you can  check out  the Top 10 Resources to Bet­ter Under­stand the Teenage Brain.

Wish­ing you and your fam­i­ly a very brain-fit decade…please enjoy the Decem­ber edi­tion of our month­ly eNewslet­ter: Read the rest of this entry »

10 Brain Tips To Teach and Learn — Ideas for New Year Resolutions

My inter­est in the brain stems from want­i­ng to bet­ter under­stand both how to make school more palat­able for stu­dents, and pro­fes­sion­al devel­op­ment more mean­ing­ful for fac­ul­ty. To that end, I began my Neu­rons Fir­ing blog in April, 2007, have been doing a lot of read­ing, and been attend­ing work­shops and con­fer­ences, includ­ing Learn­ing & the Brain.

If you agree that our brains are designed for learn­ing, then as edu­ca­tors it is incum­bent upon us to be look­ing for ways to max­i­mize the learn­ing process for each of our stu­dents, as well as for our­selves. Some of what fol­lows is sim­ply com­mon sense, but I’ve learned that all of it has a sci­en­tif­ic basis in our brains. Read the rest of this entry »

8 Tips To Remember What You Read

Horizontal Stacked BooksDespite tele­vi­sion, cell phones, and Twit­ter, tra­di­tion­al read­ing is still an impor­tant skill. Whether it is school text­books, mag­a­zines, or reg­u­lar books, peo­ple still read, though not as much as they used to. One rea­son that many peo­ple don’t read much is that they don’t read well. For them, it is slow, hard work and they don’t remem­ber as much as they should. Stu­dents, for example,may have to read some­thing sev­er­al times before they under­stand and remem­ber what they read.

Why? You would think that schools teach kids how to read well. Schools do try. I work with mid­dle-school teach­ers and they tell me that many stu­dents are 2–3 years behind grade lev­el in read­ing pro­fi­cien­cy. No doubt, tele­vi­sion, cell phones, and the Web are major con­trib­u­tors to this prob­lem, which will appar­ent­ly get worse if we don’t empha­size and improve read­ing instruc­tion.

Some of the blame can be placed on the fads in read­ing teach­ing, such as phon­ics and “whole lan­guage,” which some­times are pro­mot­ed by zealots who don’t respect the need for both approach­es. Much of the blame for poor read­ing skills can be laid at the feet of par­ents who set poor exam­ples and, of course, on the young­sters who are too lazy to learn how to read well.

For all those who missed out on good read­ing skills, it is not too late. I sum­ma­rize below what I think it takes to read with good speed and com­pre­hen­sion.

  1. Read with a pur­pose.
  2. Skim first.
  3. Get the read­ing mechan­ics right.
  4. Be judi­cious in high­light­ing and note tak­ing.
  5. Think in pic­tures.
  6. Rehearse as you go along.
  7. Stay with­in your atten­tion span and work to increase that span.
  8. Rehearse again soon.

1) Know Your Pur­pose

Every­one should have a pur­pose for their read­ing and think about how that pur­pose is being ful­filled dur­ing the actu­al read­ing. The advan­tage for remem­ber­ing is that check­ing con­tin­u­ous­ly for how the pur­pose is being ful­filled helps the read­er to stay on task, to focus on the more rel­e­vant parts of the text, and to rehearse con­tin­u­ous­ly as one reads. This also saves time and effort because rel­e­vant items are most attend­ed.

Iden­ti­fy­ing the pur­pose should be easy if you freely choose what to read. Just ask your­self, “Why am I read­ing this?” If it is to be enter­tained or pass the time, then there is not much prob­lem. But myr­i­ad oth­er rea­sons could apply, such as:

  • to under­stand a cer­tain group of peo­ple, such as Mus­lims, Jews, Hin­dus, etc.
  • to crys­tal­lize your polit­i­cal posi­tion, such as why a giv­en gov­ern­ment pol­i­cy should be opposed.
  • to devel­op an informed plan or pro­pos­al.
  • to sat­is­fy a require­ment of an aca­d­e­m­ic course or oth­er assigned read­ing.

Many of us have read­ings assigned to us, as in a school envi­ron­ment. Or the boss may hand us a man­u­al and say Read the rest of this entry »

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