How did the critical reading strategies affect your overall comprehension cf the article?

Tutor Thread 4 – Reading and Comprehending Scholarly Articles No unread replies.No replies. In their self-assessments, many students indicated they struggle with reading, comprehending, paraphrasing, and summarizing college-level reading material such as scholarly articles. This post will provide some explanations, curated resources, and tips to help any student improve their reading comprehension skills, while Tutor Thread 5 will focus on paraphrasing and summarizing. {Hetpful hint: lf you have trouble with paraphrasing and summarizing, you probably need ta work on reading and compreh*nding as welf). The resources here are sequenced from foundational to more advanced skitls. Build Your Vocabulary httpq:{lwww,vqqabu!ary.Sqryll {Links tq an exlernaj siteJ The primary rea$on many students have difficulty with reading comprehension is that the passage has too many words they don’t understand. Students will often just skip over the words they don’t know, but this will usually result in failing to comprehend the important ideas as well as having trouble recalling what was read. Whether you preview the article to identify these words ahead of time or sirnply look them up as you go, if fs essential thatyou loak up every ward yau don’t understand. In addition, the more you interact with the new words, the better you will retain them. One way to do this is by not only looking up the words but also writing or typing the definitions and reviewing them daily until they “stick”. Another appraach is to use a website like Vocabulary.com. Here, you can sign up far a free accaunt, work with preselected vacabulary lists, or build your own vocabulary lists. The website will give you opportunities to interact with the words using games and quizzes until you master them. Beyond the Dictianary When it comes to vocabulary specific to the human services field, it may be necessary to go beyond a dictionary definition to actually find more detailed backgraund information. For example, compare and contrast these two definitions of the term “qualitative study.” 1. First Google search result: “Qualitati\/e rcsearch rs the pracess of collecting. analyzing, and interpreting nan-numerical data, such as language” (lVIcLeod, 2A19, para. 2). 2. Link to National Institutes of Health article appeared further down the Google search results page: Quaf itative research is a type of research that explores and provides deeperinsighfs into real-wot”ld pr*blems” lnsfead of callecting numerical data points ar intervene or introduce treatmenfsTusl tike in quantitative research, qualitative rcsearch helps generate hypatheses as well as further investigate and understand quantitative data. Qualitative researctt gathers participants’ experiences, perceptions, and behavior. lt answers the ttows and whys instead af how rnany cr how mucft. lt could be structured as a stand-alone study, purely relying an qualitative data ar it could be part of mixed-methods research that cambines quatitative and guantitative data. (Tenny et al. ,2A21, para. 1) The first definition was retrieved with a quick Google search (l had to go to the linked website to find the infornration necessary to cite it). However, lf I had no social sciences background, I weuld still be unclear on what qualitative research really means. ln the second definition, note that I scrolled through the search resuits to seek a rellabte source (your textbook could also be a good source of deiailed information about vocabulary terms). This source is rnore thorough and nuanced; in fact, the definition is a part of an in-depth article that gives a complete description, examples, and applications of quantitative research. After reading the article (and possibly looking up a few more vocabulary words while I do) I will arrive at a rnore profound understanding of the term. Critical Reading Strategies (6 minutes, 43 seconds) Spending tirne on vocabulary development is one essential component of active reading. However, even students with a strcng vocabulary may read passively, meaning they just read frorn beginning to end without interacting with the text, and this results in a failure to comprehend and retain information. They don’t read activeiy because they were never taught how to do this. This video describes specific techniques for active reading that can help any student. I especially like the note-taking suggestions. V?Pro tip: Whether to use paper and pencil/pen or an electronic device for note-taking is a matter of personal preference. Many people are more effective when they can wark with a printed page, write on it, and manipulate rt. If flipping thraugh electronic files and comprehending the material is challenging for you, please try printing the articles you are required to read so that you can highlight key information and write notes in the margins. An the other hand, if you do choose fo use a device for reading your materials, how will you take notes? You could write them on paper or type them in a separate document, but it would be more efficient to mark up the electranic document you are reading. The free Adobe PDF reader {used every time you read a PDF file) has toals for highlighting, as well as adding text nates or commenfs to the document. Just look for the tools in the task ribban that appears at the top of the page when you open the PDF fite. How to Read a Scholarly Article (2 minutes, 34 seconds) Scholarly articles can be intimidating for inexperienced readers because of their complex structure and writing style. However, if you have a system for approaching them, it can make a big difference in your comprehension. Try the techniques in this video and see if they work for you. References Mcleod, S. (2019, July 3A). What’s the difference between qualitative and q uantitative research? Simply Psychology. www. s i m ply psych o I ogv. o rslq u a I itativequantitative.html (Links to an external site.) Tenny, S. Brannan, G. D., Brannan, J. M., & Sharts-Hopko, N. C. (2A21, May 30). Qualitative study. National lnstitutes of $e se+rlo0ll. R.P+!’gle !F Chaase is ?rcven#i{g -*xual Y;orcA& Health. https://www. ncbi. nl m. n i h. sov/books/N BK470395/ ( Li n ks to an external site.) an-s and review each of the resources listed. Next, cho you need to read for this class and decid you are going to print or work with eiectronic docurnents when notetaking. Helpfltl hint: I wguldrl'{recommend chaosing a long article for # tritilT,*tr?y” I v i o te nce, – -wzwtF?rn9.-? Da bach of the’fo’llowing sfeps in order, writing either on a hard copy Wivclr+6 af the article with pen/pencil ar electranicatly on the afide file: 1. $can the article for unfamiliar words; highlight or circle the words you don’t know. 2. Look up the r-rnfamiliar words and add notes about the definitions. 3. Choose one term you want to understand in depth, tind a reliable source, and read more about it” 4. lmplement the critical reading strategies from the video: before reading, during reading (note{aking), and after reading. you may choose ane ar rnore of the note{aking methods, but at least one rnust be a method you’ve never used before. Don’t forget to jot down your before reading and after reading notes somewhere; they can go on the arlicle if you can fit them” 5″ Read the article again using the approach in the video How to Read a Scholarly Article. Be sure to note any new insights this helps you to oain. /\”g/ Reflect and write abcut your experience in your post. Your post should address the following: What was the topic of the article you chose for this exercise? Did you Lise a hard copy or did you work with the electronic file? ,,[Htlt-rrE – r- t- What were two or three of the unfarniliar words you highlighted, and which term did you study in more depth? How did this affect your overall comprehension of the article? Discuss how you used before reading, during reading, and after reading strategies. Which note-taking strategy(ies) did you use? How did the critical reading strategies affect your overall comprehension cf the article? Did you gain any additional insights a{ter re-reading the article using the steps in How to Read a Scholarly Article? – Which of the resources or strategies will you use in the future and ‘ Part G 6^copy of the artiCle with your notes. lf you used the electronic method, attach the file showing your highlighting and notes. lf ycu used the hard copy rnethod, attach photos of the pages. rni nirnun otr 2;Oo r’ilD8ds f6- teltt cl+’q+ions Rrfcrtttce L3+ rler€- aWropiqte. Assignrnent2: Family Genogram & Analysis lnstructions ln this assignrnent, you will appty your” knowledg” of ih” Bo,YgliB?’:fth by ffi ily ::,I,:#’fl ::::,1,n”*:: :”Sg ffil;lfii,il?f ; ffi r famil!. You will also analyze how your genogram can be used as a tool for assessment and interventisn and discuss your experience using it’ Your genogram should include at least three generations (your generation, [rr***’ generation, and grandparents’ generation]. lf you have children or a partner, ioLl should include thern as well, along with family members on both the maternal and paternal sides of your family. Please see the genCIgram examples found at the end of chapters 4,5,6, and 7 in yqul Mastering campetencies textbook and t&ps_e-irei-uded- in &rtodule 3 ,iDownload thcse ineluded in [Vlodule 3. Be sure to note the symbols, formattin g, and legends that can be used as a guide for your genoErarn {feel free to make modifications and be creative in your designi. Depending on your personal preference, you can draw your genogram and legend by hand or design your genogram using PowerPoint or Microsoft lfr/ord. You will want to create a detailed diagram that includes a legend, various symbols, short descriptions, and explanations of interaction patterns {similar to the examples used in the text). You will incorporate symbols for yourself, grandparents, parents, and other family members (e.g , your grandparents’and parents’siblings), inserting descriptors and first narnes {or pseudonymsj of key family members beside the symbols you use. You may also add any related persons who are a part of your extended family. Any unique patterns, including conflicts, substance abuse, mental illness, and the Iike, can be represented by trines and symbols (see examples in text). After you have completed your diagram, you will write an essay (three pages, double-spaced) describinE your farnily genogram. Be sure to use APA style, and include a title page, in-text citations, and a reference page (note that these pages do not count toward your three-page essay). You can use your textbook as your primary reference” lf you would like to use ffy/ additional references, acceptable sources for this paper could include peerreviewed journal articles and other academic textbooks and resources, You should address the followinq elements in your essay: 1. A description of the content in your family genogram (e.g., you can explain how your use of symbols and connecting lines represent the members of your family and the relationships within the family* providing details ahout the rnultigenerational processes that you have depicted in your diagram)” 2. An analysis of how your genCIgram relates to the ideas and concepts described in the textbook and other academic sources. 3. A personal reflection on the experience of creating your genograrn {including any new discoveries or insight you may have gained from this experience). 4. A discussion centered on hov’i your intergenerational family dynamics and key multigenerational processes and patterns {reflected in your genogram) could theoretically be associated with any personal limitations as a therapist. 8e sure to identify and analyze how your values, personality, reaction patterns, interpersonal styles. and nray affect slients. . a title pages . formal introduction . APA style headings ” ff COnClusion . APA style essay (minirnum of three and maximum of five pages) ‘ parenthetica ” a References page References ‘ textbaok or * other academic $ources (sptional)