Skilled Reader, The, 4th edition
Published by Pearson (January 26, 2014) © 2014
- D J Henry Daytona State College
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The Skilled Reader is an "intorductory" level book that combines solid skill instruction with a wealth of guided practice to develop the key abilities students need to become skilled readers and critical thinkers.
The author integrates reading skills with the reading process (SQ3R) to produce more skilled readers and lead students to discover the power and pleasure of reading. Providing step-by-step reading instruction, a wide range of practice and test materials, and a rich selection of authentic readings from textbooks and other sources, the author makes students responsible for their reading – improving their major reading skills while developing a system for reading.
Each chapter in Part One has several important features that help students become
skilled readers.
· Learning Outcomes: Each chapter opens with learning outcomes to help students preview and assess their progress as they master chapter content.
· “Before Reading About . . .”: “Before Reading About . . .” activities appear at the beginning of Chapters 2—13 in Part One. These activities are prereading exercises based on SQ3R: they review important concepts studied in earlier chapters, build on prior knowledge, and preview the chapter. The purpose of “Before Reading About . . .” is to actively teach students to develop a reading process that applies individual reading skills as they study.
· “After Reading About . . .”: “After Reading About . . .” activities appear after Review Test 4 in Chapters 2—13 of Part One. Based on SQ3R, “After Reading About . . .” activities teach students to reflect on their achievements and assume responsibility for their own learning. These activities ask students reflective questions to check their comprehension of the skill taught in the chapter. Students learn to integrate individual reading skills into a reading process; they learn the value of reviewing material;
and finally, students create a learning journal that enables them to see patterns in their behaviors and record their growth as readers.
· Instruction, example, explanation, and practice: The chapter skill is broken down into components, and each component is introduced and explained. Instruction is followed by an example, an explanation of the example, and a practice. Each section has its own instruction, example, explanation, and practice exercises.
· Textbook Skills: In the last section in each chapter, students are shown the ways in which the skills they are learning apply to reading textbooks. These activities, signaled by the icon to the left, present material from a textbook reading and direct students to apply the chapter’s skill to the passage or visual. In a concerted effort to prepare students to be skilled readers in their content courses, activities that foster textbook skills across the curriculum are also carefully woven throughout the entire
textbook. The Textbook Skills icon signals these activities.
· Visual Vocabulary: The influence of technology and the media on reading is evident in the widespread use of graphics in newspapers, magazines, and textbooks. Throughout this textbook, visual vocabulary is presented as part of the reading process, and students interact with these visuals by completing captions or answering skill-based questions. The aim is to teach students to value photos, graphs, illustrations, and maps as important sources of information.
· Review Tests: Each chapter has four Review Tests that can also be found in MyReadingLab — where they are accompanied by feedback. Review Tests 1 through 3 are designed to give ample opportunity for practice with the specific skill taught in the chapter; Review Test 4 offers a multi-paragraph passage with combined-skills questions based on all the skills taught up to and including that particular chapter. Review Tests 3 and 4 also give “What Do You Think?” writing prompts so that teachers have the opportunity to guide students as they develop critical thinking skills.
· Mastery Tests: Each chapter includes four Mastery Tests, which are also found in MyReadingLab. Most of the Mastery Tests are based on excerpts from science, history, psychology, social science, and literature textbooks.
· Chapter Reviews: A chapter review is included for each chapter, distilling the most important concepts down for students and helping them manage take responsibility for their own learning. In this edition, these chapter reviews appear with their relevant chapters.
A number of changes have been made to The Skilled Reader, Fourth Edition, all of which are designed to help students become skilled readers and critical thinkers.
· Integration with — and enhanced feedback through — MyReadingLab. A hallmark change in this edition is the book’s integration with MyReadingLab. Students now have the option of taking both the Review and Mastery Tests that appear in at the conclusion of each chapter in Part I — as well as the Combined Skills Tests in Part III — in MyReadingLab. In doing so, they will receive automatic feedback with the Review Tests and Combined Skills Tests as to why certain answers are right and others wrong. This integration also offers the additional benefit of helping instructors more easily track and monitor their students’ work through the tests and their mastery of the skills.
· New Information Literacy Applications. Designed to help develop students’ research capabilities — and focused by the skill being taught in that chapter — these new activities break information literacy down into manageable chunks. Located after the Practices and before the Review Tests, this feature helps students learn how to identify a need for new knowledge, how to locate and analyze new information, and how to apply that information to a specific situation.
· New Summary Responses. Introduced in Chapter 5 (“Supporting Details”) and appearing after Review Tests 3 and 4, the Summary Responses connect reading to writing, deepen students comprehension, and lay the groundwork for responding to the “What Do You Think?” feature.
· Chapter Review Cards. These cards — which make studying more accessible and efficient by distilling chapter content down to the fundamentals — have now been integrated into each of the relevant chapters for more direct application and greater ease-of-use. The following are just some examples of the many new readings that now appear in the text:
- “A Perplexing Lesson” by Mark Twain
- “What Is Exercise, and Why Should I Do It?” by Scott K Powers, Stephen L. Dodd, and Erica M. Jackson
- “Conversation” from Human Communication by Joseph A. DeVito
- “Horse Walking” by Bucky McMahon
- “Cyberloafers and Cybersleuths” from Sociology: A Down-to-Earth Approach by James M. Henslin
- “How Foster Care Shaped My Life” by Grace LaJoy Henderson
- “Empowerment for Parents” by Grace LaJoy Henderson
- “Plastics: Facts and Processes” adapted from from U.S. Environmental Protection Agency
- “The Death Penalty” from Sociology: A Down-to-Earth Approach by James M. Henslin
- “What Goes on When You Sleep?” from Access to Health by Rebecca J. Donatelle
· New Passages and Readings Throughout. As with every edition, we have replaced short passages as well as longer readings throughout the text to ensure that the reading is engaging to each new wave of students.
Brief Contents
Detailed Contents
Preface
Part 1: Becoming a Skilled Reader 1
1 A Reading System for Skilled Readers 3
2 Vocabulary in Context 45
3 Vocabulary-Building Skills 85
4 Topics and Main Ideas 135
5 Locating Stated Main Ideas 177
6 Implied Main Ideas 219
7 Supporting Details 265
8 Outlines and Concept Maps 305
9 Transitions and Thought Patterns 345
10 More Thought Patterns 393
11 Inferences 437
Part 2
Additional Readings 471
Part 3
Combined-Skills Tests 547
Part 4
Reading Enrichment 565
Word Parts 567
ESL Reading Tips (available only in The Skilled Reader eText)
Reading Graphics (available only in The Skilled Reader eText)
Text Credits C-1
Photo Credits C-3
Index I-1
Detailed Contents
Preface
Part One: Becoming a Skilled Reader 1
Chapter 1: A Reading System for Skilled Readers 3
Define Prior Knowledge 3
Use the Reading Process with SQ3R 6
Survey and Question Before Reading 7
Survey 7
Question 8
Read and Annotate During Reading 10
Read 10
Annotate 11
Recite and Review After Reading 13
Recite 13
Review 14
Develop Textbook Skills: Ask and Answer Questions Before, During, and After Reading 16
Apply Information Literacy Skills: Academic, Personal, and Career Applications of the Reading Process 19
Academic Application 19
Personal Application 21
Career Application 24
Review Tests 26
After Reading About a Reading System for Skilled Readers 33
Mastery Tests 35
Chapter Review: Summary of Key Concepts of a Reading System for Skilled Readers 43
Chapter 2: Vocabulary in Context 45
Vocabulary in Context 45
Define Vocabulary 46
Analyze Context Clues Using SAGE 46
Synonyms 47
Antonyms 49
General Context 53
Examples 55
Develop Textbook Skills: Using Visual Vocabulary 57
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Vocabulary and Dictionary Skills 59
Academic Application 60
Personal Application 62
Career Application 64
Review Tests 65
After Reading About Vocabulary in Context 73
Mastery Tests 75
Chapter Review: Summary of Key Concepts of Vocabulary in Context 83
Chapter 3: Vocabulary-Building Skills 85
Before Reading About Vocabulary-Building Skills 85
Analyze Word Parts: Roots, Prefixes, Suffixes 86
Roots 88
Prefixes 90
Suffixes 92
Additional Word Parts 94
Use an Online Dictionary 94
How to Find Words in the Print Dictionary 95
How to Access and Read an Online Dictionary Entry 96
Develop Textbook Skills: Learning Content Words and Textbook Definitions 103
Content Words 103
Textbook Definitions 104
Glossaries 106
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Vocabulary-Building Skills 108
Academic Application 109
Personal Application 111
Career Application 112
Review Tests 113
After Reading About Vocabulary-Building Skills 123
Mastery Tests 125
Chapter Review: Summary of Key Concepts of Vocabulary-Building Skills 132
Chapter 4: Topics and Main Ideas 135
Before Reading About Topics and Main Ideas 135
Define the Term Topic 136
Distinguish Between General Ideas and Specific Ideas 138
Identify the Topic of a Paragraph 140
Define and Identify the Main Idea of a Paragraph 143
Define and Identify Supporting Details in a Paragraph 147
Develop Textbook Skills: Identify Topics in Headings 151
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Topics and Main Ideas 153
Academic Applications 154
Personal Applications 155
Career Applications 156
Review Tests 157
After Reading About Topics and Main Ideas 166
Mastery Tests 167
Chapter Review: Summary of Key Concepts of Topics and Main Ideas 175
Chapter 5: Locating Stated Main Ideas 177
Before Reading About Locating Stated Main Ideas 177
Analyze the Flow of Ideas and Identify Placement of Topic Sentences 178
Topic Sentence at the Beginning of a Paragraph 178
Topic Sentence Within a Paragraph 179
Topic Sentence at the End of a Paragraph 182
Topic Sentences at the Beginning and the End of a Paragraph 185
Recognize the Central Idea and the Thesis Statement 188
Develop Textbook Skills: Identify Topics, Main Ideas, and Central Ideas in Textbook Passages 190
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Stated Main Ideas 192
Academic Application 192
Personal Application 193
Career Application 195
Review Tests 196
After Reading About Locating Stated Main Ideas 206
Mastery Tests 207
Chapter Review: Summary of Key Concepts of Locating Stated Main Ideas 215
Chapter 6: Implied Main Ideas 217
Before Reading About Implied Main Ideas 217
Define the Term Implied Main Idea 218
Analyze Supporting Details to Identify and State the Topic 220
Determine the Implied Main Idea Using Topics, Supporting Details, and Thought Patterns 224
Annotate the Paragraph to Determine the Implied Main Idea 228
Create a Topic Sentence from Supporting Details 232
Develop Textbook Skills: Use Graphics as Details That Imply a Main Idea 236
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Implied Main Ideas 237
Academic Application 238
Personal Application 239
Career Application 240
Review Tests 241
After Reading About Implied Main Ideas 250
Mastery Tests 251
Chapter Review: Summary of Key Concepts of Implied Main Ideas 259
Chapter 7: Supporting Details 261
Before Reading About Supporting Details 261
Create Questions to Locate Supporting Details 262
Distinguish Between Major and Minor Details 265
Develop Textbook Skills: Create a Summary 270
Draft a Summary: Stated Main Ideas 270
Draft a Summary: Implied Main Ideas 273
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Supporting Details 276
Academic Application 277
Personal Application 278
Career Application 280
Review Tests 281
After Reading About Supporting Details 290
Mastery Tests 291
Chapter Review: Summary of Key Concepts of Supporting Details 299
Chapter 8: Outlines and Concept Maps 301
Before Reading About Outlines and Concept Maps 301
Create Outlines 302
Create Concept Maps 306
Develop Textbook Skills: The Table of Contents 309
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Outlines and Concept Maps 312
Academic Application 312
Personal Application 315
Career Application 316
Review Tests 318
After Reading About Outlines and Concept Maps 328
Mastery Tests 329
Chapter Review: Summary of Key Concepts of Outlines and Concept Maps 337
Chapter 9: Transitions and Thought Patterns 339
Before Reading About Transitions and Thought Patterns 339
State the Purpose of Transition Words and Thought Patterns 340
Recognize Transition Words to Determine Relationships Within a Sentence 341
Recognize Thought Patterns to Determine Relationships Between Sentences 343
Recognize the Pattern of Organization of a Passage 344
The Time Order Pattern 345
The Space Order Pattern 349
The Listing Pattern 352
The Classification Pattern 354
Develop Textbook Skills: Transitions and Clear Information 356
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Transitions and Thought Patterns 360
Academic Application 360
Personal Application 362
Career Application 364
Review Tests 366
After Reading About Transitions and Thought Patterns 374
Mastery Tests 375
Chapter Review: Summary of Key Concepts of Transitions and Thought Patterns 383
Chapter 10: More Thought Patterns 385
Before Reading About More Thought Patterns 385
Recognize the Comparison-and-Contrast Pattern and Signal Words 386
Comparison Pattern Signal Words 386
Contrast Pattern Signal Words 388
The Comparison-and-Contrast Pattern 390
Recognize the Cause-and-Effect Pattern and Signal Words 393
Recognize the Generalization-and-Example Pattern and Signal Words 397
Develop Textbook Skills: Recognize the Definition-and-Example Pattern in Textbooks 399
Develop Textbook Skills: Thought Patterns in Textbooks 401
Apply Information Literacy Skills: Academic, Personal, and Career Applications of More Thought Patterns 403
Academic Applications 404
Personal Applications 405
Career Applications 406
Review Tests 408
After Reading About More Thought Patterns 418
Mastery Tests 419
Chapter Review: Summary of Key Concepts of More Thought Patterns 427
Chapter 11: Inferences 429
Before Reading About Inferences 429
Describe Inferences as Educated Guesses 430
Make Inferences: The Role of Fact and Opinion 431
Define a Valid Inference 434
Apply the VALID Approach to Make Inferences and Avoid Invalid Conclusions 437
Step 1: Verify the Facts 438
Step 2: Assess Prior Knowledge 439
Step 3: Learn from the Text 440
Step 4: Investigate for Bias 441
Step 5: Detect Contradictions 442
Develop Textbook Skills: Inferences and Visual Aids 445
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Inferences 446
Academic Application 446
Personal Application 449
Career Application 450
Review Tests 452
After Reading About Inferences 460
Mastery Tests 461
Chapter Review: Summary of Key Concepts About Inferences 469
Part 2: Additional Readings 471
The Connection Between Reading and Writing 472
Annotating a Text 472
A Readings–Writing Plan of Action 474
1 Shoulders 476
By Nels Gould
2 Women of Courage 483
By Michelle Obama
3 A Dad at the Final Frontier 490
By Marc Parent
4 A Perplexing Lesson 496
By Mark Twain
5 I’ve Seem the Worst That War Can Do 505
By Nikolay Palchikoff
6 To Tell the Truth 512
By Maya Angelou
7 What Is Exercise, and Why Should I Do It? 518
By Scott K. Powers, Stephen L. Dodd, and Erica M. Jackson
8 Conversation 525
By Joseph A. DeVito
9 The Secrets of the Bedroom 533
By Malcolm Gladwell
10 Horse Walking 541
By Bucky McMahon
Part 3: Combined-Skills Tests 547
Part 4
Reading Enrichment 567
Word Parts 569
ESL Reading Tips (available only in The Skilled Reader eText)
Reading Graphics (available only in The Skilled Reader eText)
Text Credits C-1
Photo Credits P-1
Index I-1
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