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remember what you read

How to read, understand and write great medical research

August 23, 2021 by SharpBrains

These excel­lent tips are kind­ly shared by RK Shar­ma and HL Ogle, two med­ical stu­dents at the Uni­ver­si­ty of Exeter, aim­ing to clear up many of the inac­cu­rate assump­tions of how dif­fi­cult pub­lish­ing is and pro­vide a clear guide for stu­dents to begin their own writ­ing journeys.

#1. Find your why: Evi­dence-based med­i­cine means that these are vital skills, and it has long been thought that the habits should be learned from ear­ly on. [Read more…] about How to read, under­stand and write great med­ical research

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Filed Under: Brain/ Mental Health Tagged With: evidence-based-medicine, how to read and understand, how to remember what you read, medical research, read research, remember what you read, tips

How to remember what you read: Eight tips to improve reading speed and cognitive ability

February 4, 2020 by Dr. Bill Klemm

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You read a lot. Now, do you remem­ber much of what of you read?

Whether it is books, blog, mag­a­zines, or pro­fes­sion­al man­u­als, we still need to read. Now and in years ahead. And, much of it is non­fic­tion mate­r­i­al, where it’s cru­cial to first under­stand and then remem­ber what you are read­ing. [Read more…] about How to remem­ber what you read: Eight tips to improve read­ing speed and cog­ni­tive ability

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Filed Under: Education & Lifelong Learning Tagged With: Brain Teasers, Brain-Plasticity, cognitive-ability, cognitive-skills, comprehension, how to read, how to read and understand, improve cognitive ability, improve reading speed, neuroplasticity, reading speed, remember what you read, tips

Eight Tips To Remember What You Read

May 14, 2009 by Dr. Bill Klemm

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 more…] about Eight Tips To Remem­ber What You Read

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Filed Under: Education & Lifelong Learning Tagged With: attention-span, Bill-Klemm, brain-tips, comprehension, consolidation, distractions, how to read, Internet, knowledge, learn, long-term-memory, memorization, multi-tasking, neuroscience, phonics, reading, reading-proficiency, rehearse, remember, remember what you read, schools, self-quiz, skim, teach, television, think, Twitter, whole-language, Working-memory

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