56 Matching Annotations
  1. Sep 2023
    1. Since speed-reading has become a national fad, this new edition of How to Read a Book deals with the prob­lem and proposes variable-speed-reading as the solution, the aim being to read better, always better, but sometimes slower, sometimes faster.

      Framing of his book as a remedy to the speed reading fad in the 1970s...

      What did those books at the time indicate that their purpose was? Were they aimed at helping people consume more (hopefully with greater comprehension?) while there was a continuing glut of information overload building up in society?

      Which is better, more deep understanding of less or more surface understanding of more? How does combinatorial creativity effect the choice?

  2. Jul 2023
  3. Jun 2023
  4. Nov 2022
    1. Systematic skimming, in other words,anticipates the comprehension of a book's structure.

      also includes opening oneself up to open questions one might either ask themselves or those which the author proposes.

    2. A better formula is this : Every book should be readno more slowly than it deserves, and no more quickly than youcan read it with satisfaction and comprehension.
  5. Jul 2022
    1. By setting carefully constructed distractors we can train [thelearners] to reason their way through the linguistic and intel-lectual problems posed by the text. (p. xxii). . . in comprehension training we want [the learner] to recognizethe areas of comprehension error (through the distractors) so thathe learns to respond accurately and more maturely to what hereads. (p. xiii)


      Distractors help students improve their reading skills by reasoning their way to the right answers. Munby (1968) - read more.

    2. Comprehension questions are local rather than general. They focusattention on the message of a particular text and, although they mayrequire the learners to use more generalisable knowledge (like theinterpretation of reference words or modal verbs), this requirementis usually hidden to the learner, and often to the teacher, by themessage-focusing effect of the question.


      Test to many aspects, making tracking focuses quite difficult. What are other types of reading questions that can benefit students deliberately? What are the benefits of comprehension questions?

  6. Apr 2022
    1. Researchers have demonstrated, for instance, that intentionallyimitating someone’s accent allows us to comprehend more easily the words theperson is speaking (a finding that might readily be applied to second-languagelearning).
    1. Le proportion des « inactifs » au sens de Facebook ou des « enquêteurs » désireux de simplement prendre part dans la terminologie de Dewey

      Je ne suis pas certaine d'avoir compris ; Les inactifs et les "enquêteurs" désireux de prendre part sont-ils une même population ?

    1. être culturel

      Je ne suis pas certaine de comprendre l'usage d'être culturel.

    2. le patrimoine littéraire suppose, pour être reconnu comme objet commun partagé, des supports d’inscription qui permettent sa matérialisation et son partage

      à partir de quelle définition part l'idée de patrimoine littéraire ? C'est-à-dire comprenant toute la littérature (littérature fiction, scientifique, etc.), tout les objets culturels qui en dérivent (dans le cas d'oeuvre transmédiales), ou la littérature selon le panthéon littéraire ?

    3. processus de patrimonialisation du patrimoine littéraire,

      Je pense comprendre l'idée mais cela me semble un peu "méta", dans le sens où cela donne l'impression qu'il y a une réflexion de considérer patrimoine l'idée déjà constituée d'un patrimoine : soit de déplacer le corpus littéraire d'une définition de patrimoine à une autre.

    4. commémorer l’auteur

      Il ne me semble pas retrouver cette thématique dans ce qui suit.

    5. remédiatisation

      Le terme me fait écho directement à la notion de remédiation par Bolter et Grusin (Remediation: Understanding new media) -- à savoir le passage d'un média à un autre média -- mais je crois qu'il s'agit ici davantage d'une re-communication autour d'un objet culturel.

    6. être culturel que constitue la littérature s’autonomise en unité patrimoniale symbolique,

      Je ne suis pas sûre de saisir parfaitement l'extrait ici : mais il me semble déceler la distinction entre unité et collectif dans la réflexion.

      Qu'est ce qu'une unité patrimoniale symbolique ?

    7. matérialisation et à la diffusion du concept de patrimoine littéraire “à travers l’espace (infini) du web” (Alix, 2008) tout comme les maisons d’écrivain ou les promenades littéraires permettent de rendre tangible celui-ci dans un paysage et son territoire (Labbé, 2020).

      J'ai l'impression en lisant voir une opposition entre matérialité et numérique (qui serait alors compris comme immatériel)

  7. Mar 2022
    1. texte/image/édifices

      texte = synthèse image = gravure édifices = ?

      Je ne suis pas sûre du correspondant d'édifice.

    2. ont critiqué une méthode par « saucissonage » du texte, sans comprendre que notre chapitrage ad hoc (nous avons déterminé des sections d’une trentaine de pages) n’avait d’autre but que de permettre, dans la double contrainte du calendrier et du collectif, de tourner l’une après l’autre et ensemble, les 240 pages du livre en un an et demi.

      Est-ce que cela veut dire que les chercheurs ont lu d'une traite l'entièreté de l'ouvrage en dépassant la temporalité prévue par l'édition ? Ce serait un phénomène intéressant en effet qui lie enjeux de partage/diffusion avec enjeux du collaboratif/commun.

  8. Feb 2022
    1. Different independent studies indicate that writing byhand facilitates understanding. In a small but fascinating study, twopsychologists tried to find out if it made a difference if students in alecture took notes by hand or by typing them into their laptops(Mueller and Oppenheimer 2014). They were not able to find anydifference in terms of the number of facts the students were able toremember. But in terms of understanding the content of the lecture,the students who took their notes by hand came out much, muchbetter. After a week, this difference in understanding was still clearlymeasurable.

      Mueller and Oppenheimer 2014 indicate that students that took lecture notes (rather than typing them on a laptop) were able to understand the content of a lecture better and that this effect extended the span of a week. It did not show a difference in the number of facts they were able to remember.

  9. Jan 2022
    1. Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. T

      Where did the idea of speed reading being a measure of our intelligence stem?

      Certainly in a world of information overload there is the perception that greater consumption is better, but lack of comprehension and memory are the enemies.

      Comprehension and the ability to remember the books we read should be of the utmost importance.

  10. Aug 2021
  11. Jul 2021
    1. One of the reasons for this situation is that the very media we have mentioned are so designed as to make thinking seem unnecessary (though this is only an appearance). The packag­ing of intellectual positions and views is one of the most active enterprises of some of the best minds of our day. The viewer of television, the listener to radio, the reader of magazines, is presented with a whole complex of elements-all the way from ingenious rhetoric to carefully selected data and statistics-to make it easy for him to "make up his own mind" with the mini­mum of difficulty and effort. But the packaging is often done so effectively that the viewer, listener, or reader does not make up his own mind at all. Instead, he inserts a packaged opinion into his mind, somewhat like inserting a cassette into a cassette player. He then pushes a button and "plays back" the opinion whenever it seems appropriate to do so. He has performed ac­ceptably without having had to think.

      This is an incredibly important fact. It's gone even further with additional advances in advertising and social media not to mention the slow drip mental programming provided by algorithmic feeds which tend to polarize their readers.

      People simply aren't actively reading their content, comparing, contrasting, or even fact checking it.

      I suspect that this book could use an additional overhaul to cover many of these aspects.

  12. May 2021
    1. Erik Angner. (2021, February 17). One point that the pandemic has brought home to me is just how narrow people’s expertise is. I’m regularly surprised by how a celebrated professor of X can exhibit a sub-college-level understanding of Y, even when X and Y are related. /1 [Tweet]. @ErikAngner. https://twitter.com/ErikAngner/status/1362006859004141570

  13. Mar 2021
  14. Oct 2020
    1. Lei, Simon A., et al. "Strategies for improving reading comprehension among college students." Reading Improvement, vol. 47, no. 1, Spring 2010, p. 30+. Gale Academic OneFile, https://link.gale.com/apps/doc/A221203907/AONE?u=azstatelibdev&sid=AONE&xid=6ed72e73. Accessed 12 Oct. 2020.

      Description: This article delves into the importance of comprehension and vocabulary for college level students. It outlines different tools students can use online to help them comprehend such as annotations and graphic organizers.

      Rating: 9/10

      Reasoning for the rating: This article uses many sources as it describes the methods to best comprehend complex texts. It also takes time to explain the importance of comprehension in English classes as well as outside. It supports each method with an example or explanation for the success of the model. Though it touches upon ineffective methods, it does not delve into why they fail.

    1. Description: Banner discusses the correlation between literacy blogs and reading comprehension in students. He outlines the relationship between socialization and motivation. Furthermore, he describes the steps a teacher can use to implement literature blogs in their classroom.

      Rating: 7/10

      Reason for the rating: Banner uses multiple sources to support his theories and methods. The examples given in the text are well-thought out, but focus on middle school and high school students. Additionally, the website "Emerging Ed Tech" is designed to be a space where educators can discuss how to integrate technology effectively in their classrooms.

  15. Sep 2020
    1. Speaking fewer quality sentences is more helpful in expressing feeling than an hour of blabber

      People often find that saying fewer words means they are not interested in conversation or want to get speaking over with, but I find the ability to summarize important because it means you completely processed what the person has said. Quality over quantity is an important distinction.

  16. Aug 2020
  17. Jul 2020
    1. At least five processing practices occur during online research and comprehension, each requiring additional new skills and strategies when they take place online:

      5 Practices are:

      1. Identify important questions
      2. Locating information
      3. Evaluating information critically
      4. Synthesizing information
      5. Reading and writing to communicate
  18. Jun 2020
  19. May 2019
  20. Mar 2019
    1. This is Bloom's taxonomy of cognitive objectives. I selected this page because it explains both the old and new versions of the taxonomy. When writing instructional objectives for adult learning and training, one should identify the level of learning in Blooms that is needed. This is not the most attractive presentation but it is one of the more thorough ones. rating 4/5

    1. Strategy Exchange

      When students share what they found with each other, they are helping each other to find more information.

      By figuring out what is the best out of all the MP3 players, they are comprehending the information that is being presented on each website.

      Collaborating with each other to boost their comprehending skills.

  21. Feb 2019
    1. noise

      What is Locke's notion of "noise"? He seems to be using it with a negative connotation, where noise is meaningless and incomprehensible, a clamor of sound and incongruencies that prevent understanding.

      But noise does not necessarily have to be meaningless or incomprehensible--it just takes the right way of listening to make sense of it (Cf. Ratcliffe's Rhetorical Listening).

    2. much easier got, and more clearly retained

      And if one does not "get" or "retain" what's deemed a "simple idea," what does that mean for that one's sense of self or personhood?

      Does that mean the concept of the simple changes or does the person's status change?

    3. quite lost the sense of it,

      Stage 2 to Stage 4 is a quick drop

    4. rcti

      To me it seems that Locke is pointing out that people have different notions of complex concepts, and they are presented as fact, as insurmountable; Corder sees the presence of different notions of concepts and urges that we attempt to reach out to one another and understand those differences. We don't have to (or perhaps even can't) eliminate those differences or come to a common understanding of those concepts, but we at least have to acknowledge that we have our own notions, shaped by our rhetorical contexts.

    5. xactly the same idea

      Is this even possible?

      (Cf. Kent's Paralogic Rhetoric, where he discusses the uncodifiable ways that we communicate, particularly in the face of needing to make jumps and guesses to even approach understanding another's meaning)

  22. Jul 2018
    1. Welcome to the Newsela Instructional Content Platform. We solve the problem of reading engagement holistically for students, teachers, and principals. See our results See our results Fresh, adaptive reads for every subject. ELA Science Elementary Math SocialStudies Our Content Partners World-class students (yours)deserve world-class instructional content. History Bio National Geographic The Washington Post The Guardian ProCon.org Encyclopædia Britannica Scientific American Associated Press The Gilder Lehrman Institute of American History PBS Newshour Smithsonian Perfect for elementary, too. With content and activities created specifically for students in grades 2-6, Newsela fits seamlessly into your elementary literacy routine. Learn more Assessments FTW. Every great love affair with reading begins with engagement, and Assessments are the ultimate in engagement. Know if students did the reading, if they’ve understood it, and much more. (All from the comfort of your mobile device.) Quizzes. Annotations. Writing Prompts. Teach vocabulary in context with Power Words. Forget word lists and memorization—the best way to learn new words is for students to encounter them in context while they read. Available on hundreds of articles. 5 Power Words with student-friendly definitions are embedded in hundreds of articles. Students can practice Power Words by completing 10 practice activities after reading. Words and points are collected on each student’s Word Wall. 123 Is your district missing something? Not anymore. We designed the Newsela Instructional Content Platform to fit perfectly into how your district already works. Integrate with Google Classroom, Canvas, Clever and more. Learn about PRO Learn about PRO It’s time to solvereading engagement. Join our community of 1,300,000 educators and counting. Join Learn about PRO Close Teachers Administrators Newsela About Newsela Pro Company Careers Content Partners Help Learning & Support Follow Us Press Blog Twitter Facebook Youtube Instagram © 2018 Newsela | info@newsela.com | Terms of Use | Privacy Policy

      Newsela- Articles customizable to any reading level:) Keep as a future resource

  23. Oct 2017
  24. instructure-uploads.s3.amazonaws.com instructure-uploads.s3.amazonaws.com
    1. In order to escape falsifica-tion they destroyed the testability of their theory. It is a typical soothsayer's trick to predict things so vaguely that the predictions can hardly fail: that they become irrefutable.

      In Popper's eyes, astrologist strives to take away any possibility of them being wrong, and make their theories irrefutable

    2. Even if our measuring instruments at the time did not allow us to pronounce on the results of the tests with complete assurance, there was clearly a possibility of refuting the theory

      Even though there was no precise evidence to prove the possible refute of the theory, the possibility of it being incorrect is enough.

    1. an obvious absurdity in every respect-but that the way God has been thought of for thousands of years is no longer convincing;

      God can never "die", as God had never existed. The notion of God is merely a extension of human imagination, and that the "death of God' is only that people are starting to stop imagining God.

    2. Is wickedness, however we may define it, this being "determined to prove a villain," not a necessary con-dition for evil-doing?

      Perhaps the writer is trying to challenge the rules of law and court

  25. Sep 2017
    1. The best government has no more title to it than the worst

      The writer is stating that no matter how good the government is, they should never have any power in interfering the freedom of the press.

    2. will often attempt to control the expression of opinion, except when in doing so it makes itself the organ of the general intolerance of the public

      It seems here that Mill means that a government will attempt to control the public's opinion, lest they become the subject of the public's opinion

  26. Jul 2017
    1. In short, online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate with others to learn more about the questions we explore and as we communicate our own inter-pretations. A third difference is that new technologies such as browsers, search engines, wikis, blogs, e-mail, and many others are required. Addi-tional skills and strategies are needed to use each of these technologies effectively

      Literacy, in general, is not simply knowing how to read read text. It also extends to know what to do what the information you acquire from reading. Reading also encompasses underatanding. For example, underatanding traffic lights and signs are a type of literacy that not involve text, but they communicate meaning that you need to know how to read and synthesize into action.

    2. (1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information

      When I think of reading comprehension, I think of a person being able to read a text. While reading a text, they are processing, analyizing, and inferencing the text. Finally, they are able to discuss the text and answer questions. Then, I see this definition of and realize that there are some other important pieces that I'm missing.

  27. Feb 2016
    1. The viewer should be able to obtain a complete understand from various levels and mediums of information. One way to effectively convey information to the patron is through the use of technology

      Multiple senses should be activated in a museum environment

  28. Nov 2013
    1. home

      Maybe other than saying "home" say "support"? What is a "technical home?" Or a "legal home"?

    2. people

      How do you "invest" in people? I understand investing in businesses and nonprofits. Maybe unpack this a little. How is "investing" different from supporting?

    3. We make sure the Fellow invests, both personal resources as well as money into their projects

      This sentence is just awkward. No need for the comma after invests. Maybe just reword this?

  29. Oct 2013
    1. For there are who read and yet neglect them; they read to remember the words, but are careless about knowing the meaning. It is plain we must set far above these the men who are not so retentive of the words, but see with the eyes of the heart into the heart of Scripture. Better than either of these, however, is the man who, when he wishes, can repeat the words, and at the same time correctly apprehends their meaning.

      Parts: comprehension, retention, and ability to convey truth and meaning; deep insight and truth seeking study, with or without need of training in speech.