2.1: Reading - The Nature and Types of Reading

Think about the following questions:

• How can distinguishing between reading types help you academically and personally?
• How can you best prepare to read for college?

Knowing the different types of reading can help you in school and in your personal life. For example, you may read textbooks for information, stories for fun, or directions to learn how to do something. Choosing the right way to read helps you learn better and makes daily tasks easier.

College classes will expect you to read more than you did before. It is good to make reading a part of your daily routine. Try to find a quiet place, limit distractions, and set aside enough time just for reading. This will help you understand what you read and remember it better.

Research shows that reading helps students do well in school, builds stronger vocabulary, and increases the chances of finishing college. Even if you don’t enjoy reading now, you can get better by practicing. Reading gives you useful skills for your future.

Not everyone likes to read, especially when the topic is new or seems boring. In college, you may read things you do not find interesting right away. A good way to stay motivated is to ask yourself questions like “How will this help me?” or “What can I learn from this?” Try to be curious, like a detective looking for clues in the text. You may discover new interests!

Types of Reading

People often read short texts, such as notes, emails, or directions, to get quick information. For tasks like repairing an item or traveling to a new place, online instructions provide clear steps. These texts serve a specific purpose. Once the needed information is found, reading can stop. This type of reading is quick and does not need to be exciting or memorable.

For longer texts, the reasons change. Readers may want to learn about a new topic or to understand familiar material more deeply. Most reading outside of leisure falls into two categories: exploring new ideas or building on existing knowledge.

 

Figure 4.3 A bookstore or library can be a great place to explore. Aside from books and resources you need, you may find something that interests you or helps with your course work. (Credit: MarLeah Cole / Flickr Attribution 2.0 Generic (CC-BY 2.0))

Reading to Introduce New Content

Think about the folowing: Glenn felt uneasy talking with new roommates because their major, architecture, was unfamiliar. He knew architecture related to buildings and construction, but it was very different from his studies in biology. Glenn wanted to learn more so he could join friendly conversations. Because he was not planning to enter the field, he did not need to study deeply. Glenn's reason for reading was clear and specific. When exploring a new topic, readers can begin with simple sources and move on to more detailed ones. Further study and reading often depend on the first sources used, the purpose for reading, and interest in the topic.

Exploratory reading happens often. For example, reading reviews about a restaurant or checking opinions about a movie can help with making a decision. In school, many texts in courses are about new topics. Hearing the word "volcano" gives a general idea, but full understanding comes with deeper study of geology and other sciences. Reading different materials offers new perspectives.

With new content, extra time may be needed to read and understand the information. Looking up unfamiliar words and pausing to check for understanding can help. When there is little background knowledge, readers need to work harder to fully understand new material.

Application

A group of classmates can try an experiment. Together, brainstorm a list of ten topics that are interesting but not well known. Avoid common topics, such as reasons for drinking water; instead, consider unusual topics, like the chance that Pluto could become a planet again.

After making the list, think about how to find information about these topics. Searching online is a common option, but there are other ways. For topics with little known background, consider different sources of reading. In college classes, similar situations may occur, so classmates' suggestions are important.

Instead of just saying "go to the library," think about what a researcher would do there. Decide which articles or books would be useful. In a library, many organized sources are available. Research librarians are also helpful and can guide searches when sources are hard to find.

Reading to Comprehend Familiar Content

Reading about new topics is important, but reading about familiar topics can also be useful. If some background knowledge exists, further reading may still help. For example, knowing about Pluto and the debate about its status as a planet does not mean every detail is understood. There are always new questions: When did scientists question Pluto’s status? What rules decide if something is a planet? Who creates these rules? Why is the name Pluto used? Many books and articles discuss Pluto, offering plenty of information to explore. Even with some knowledge, reading can bring new ideas and perspectives.

With familiar content, skimming helps to see what is already known and to notice any new or different viewpoints. Full attention may not be needed for known facts, but new ideas deserve more focus. It is helpful to notice if a writer presents a different definition or connects the topic to other subjects in new ways.

Students sometimes become too confident about what they know after reading a few articles or watching a documentary. True expertise comes from years of study and understanding many viewpoints, including recognizing possible mistakes or false information.

 

Footnotes

• 3Cunningham, A. and Stanovich, K. (1998). “What reading does for the mind.” The American Federation of Teachers. American Educator, Vol. 22, No. 1–2, pp. 8–15.

 

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