by Ernest Capraro

Created on: October 04, 2007

College texts are packed with information, but are generally dry and difficult reading. College students are expected not only to read through the material (and stay awake while doing so), but also to understand it, remember it, and apply it in conjunction with every other topic they study. This is a daunting task, to be sure, but not impossible once you are reading actively.

Active reading is a strategy that increases comprehension greatly. As the name suggests, the reader becomes an active participant in the reading process (rather than the passive reader who simply reads through all the words.) In this case, active does not imply exercise or physical exertion, though if you feel your attention flagging, taking a break to go for a walk or jog can help you to refocus.

The active reader interrogates the text he/she is engaged in reading. Asking purposeful questions continually is key, as is seeking out the answers. (Asking "what on Earth are they talking about?" doesn't count.) Some of the questions are basic, things often taught in elementary school.

"What is the main idea?"
"What is the author's purpose in this paragraph/section?"
"How does this picture/diagram relate to the text?"
"How does this section relate to the previous one?"
"Why is this word bold or italicized?"
"What does this unfamiliar word actually mean in this situation?"

While the questions are not difficult, they arise constantly, and the temptation is to let them slide, unanswered. Doing so not only lessens comprehension, as the reader misses out on some of the content, but it also lessens retention. The process of seeking out the answers helps to clarify those points and to make them stick in the memory.

It is well known that new knowledge is retained to a much higher degree when it is relevant to prior knowledge. What this means is that while reading, it is important to consider how the material relates to past lessons in all subject areas. The reader can seek out similarities to things they already understand, either through direct relevance or metaphor. When something sounds familiar, stop and consider why that is. Consider whether the new information explains or elaborates on things only partially understood in the past. This process of relating new and old knowledge links the new material with existing memories, improving the chances of recalling it as well. With new facts linked to existing trains of thought, it also makes it easier to discuss new concepts, as the reader has relevant knowledge

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