Sharp Brains: Brain Fitness and Cognitive Health News

Neuroplasticity, Brain Fitness and Cognitive Health News

Icon

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

___

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 »

How to improve memory skills and remember what you read: Beyond phonics and “whole language”

Horizontal Stacked BooksDespite the increas­ing visu­al media we are increas­ing­ly exposed to, read­ing is still an impor­tant skill. Whether it is school text­books, online news­pa­pers 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, Read the rest of this entry »

Update: Know Thyself, Know How Your Brain Works

What is work­ing mem­o­ry, and why it mat­ters? Can we mul­ti-task as good as we seem to assume? What should we all know about how our brains work, and why?

We hope you enjoy this August eNewslet­ter, fea­tur­ing six dis­tin­guished con­trib­u­tors who answer those ques­tions, and more. Please remem­ber that you can sub­scribe to receive this free Brain Fit­ness eNewslet­ter by email, using the box in the right col­umn.

Know Thy­self

Why work­ing mem­o­ry mat­ters in the knowl­edge age: As Dr. Tra­cy Alloway points out, one way to visu­al­ize work­ing mem­o­ry is as the brain’s “Post-it Notes” — we make men­tal scrib­bles of bits of infor­ma­tion we need to remem­ber and work with. With­out enough work­ing mem­o­ry we can­not func­tion as a soci­ety or as indi­vid­u­als. Learn more by par­tic­i­pat­ing in this study launched by Dr. Alloway’s team in con­junc­tion with the British Sci­ence Fes­ti­val.

What should every­one learn about the brain?: Dr. Jo Ellen Rose­man and Mary Kop­pel from the Amer­i­can Asso­ci­a­tion for the Advance­ment of Sci­ence (AAAS) dis­cuss recent rec­om­men­da­tions on what all stu­dents should know. Not just the basics of brain struc­ture and func­tion, but also a good under­stand­ing of men­tal health—such as the mind/body rela­tion­ship, fac­tors that shape behav­ior, ways of cop­ing with men­tal dis­tress, and the diag­no­sis and treat­ment of men­tal dis­or­ders.

News

Pool­ing data to accel­er­ate Alzheimer’s research: A good arti­cle in the New York Times presents the rea­sons behind grow­ing research of how to detect Alzheimer’s Dis­ease. A pilot study shows how com­put­er­ized cog­ni­tive train­ing may help reduce falls among elder­ly. Amazon.com rec­om­mends The Sharp­Brains Guide to Brain Fit­ness in a thought-pro­vok­ing mix.

Beyond News

Need­ed: fund­ing for inno­v­a­tive research on slow­ing cog­ni­tive decline via cog­ni­tive train­ing: Sharp­Brains read­er and UK researcher Nick Almond shares a note debunk­ing the so-called BBC brain train­ing exper­i­ment  and out­lin­ing the type of research he and col­leagues at Leeds Uni­ver­si­ty deem nec­es­sary.

Long-term effects of neu­ro­feed­back treat­ment for ADHD: Dr. David Rabin­er reviews the 6-month fol­low-up of a sci­en­tif­ic study on whether neu­ro­feed­back can help kids with atten­tion deficits, find­ing that ben­e­fits indeed remained 6 months after treat­ment had end­ed. Giv­en, how­ev­er, that only around 50% of chil­dren showed ben­e­fits, it is impor­tant to regard this tool as part of a mul­ti­modal treat­ment pro­gram.

Brain Teas­er

Test your atten­tion­al focus and mul­ti-task­ing: How often do you read a doc­u­ment while talk­ing on the phone with a client? Or think about your prob­lems at work while help­ing your child with his home­work? Human atten­tion is lim­it­ed, and we need to man­age it well, as shown in this teas­er pre­pared by Dr. Pas­cale Mich­e­lon.

Have a great Sep­tem­ber. And, should you hap­pen to be in Barcelona, Spain, on Sep­tem­ber 14th, make sure to attend Alvaro Fer­nan­dez talk there titled “How and Why Dig­i­tal Tech­nol­o­gy Will Trans­form Edu­ca­tion, Train­ing and Brain Health”.

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 »

Learning & the Brain: Resources for Educators

As promised in my pre­vi­ous post (10 Brain Train­ing Tips To Teach and Learn), here are some of the resources that inform my under­stand­ing of the brain: books, con­fer­ences, and web­sites.

BOOKS

There are a mul­ti­tude of books about the brain. For edu­ca­tors, the best of these are books that demys­ti­fy the lan­guage of neu­ro­science while pro­vid­ing infor­ma­tion applic­a­ble to the teaching/learning process.

Among the more pro­lif­ic or well-known authors of this type include Jeb Schenck, Robert Syl­west­er, Bar­bara Givens, Robert Marzano, Mar­ilee Sprenger, and Eric Jensen.

I have found books Read the rest of this entry »

About SharpBrains

As seen in The New York Times, The Wall Street Journal, BBC News, CNN, Reuters and more, SharpBrains is an independent market research firm tracking health and performance applications of brain science.

Follow us and Engage via…

twitter_logo_header
RSS Feed

Search for anything brain-related in our article archives

Enter Your Email to receive Sharp­Brains free, monthly eNewslet­ter:

Join more than 50,000 Sub­scribers and stay informed and engaged.