Saturday, October 3, 2015

Exercise your brain by reading more

What if you take action once and for all and you decide to exercise your brain now! If you don’t do it now, you may forget about it and lose your opportunity to increase your reading comprehension by 50% in just one week.
If you really want to end your frustrations, think no more: finish reading this article and get to read what you like. Always do this from today on. These 3 steps won’t take you more than 50 minutes. I advise you to make a daily schedule that allows you to complete these steps every day in the morning, because this is the moment when the brain is more fresh and ready to receive information.

1.         Half an hour of reading.
2.         Synthesis and explanation in your own words.
3.         Conclusion.

Reading is a process that implies a series of steps

The steps are:
1.         Perception
2.         Comprehension
3.         Interpretation
4.         Reaction
5.         Integration

Perception is the first step. It involves recognizing the graphical symbols, using any technique – composition, structural analysis, background, etc. The perception must be quick, precise, extensive and rhythmic. This means that during the stage of perception, our eyes must be able to perceive a word or phrase in just a split of a second, our mind must catch its meaning, at the same time guarding the precision and security of reading, despite the speed. For this, you must take full advantage of the visual capacity of your eyes. On a single glance, you must read three or four words; this involves a focused and alert psychical activity. The activities in this stage are predominantly motor, and they mostly involve the senses.

Comprehension is the stage when you recognize the meaning that the author assigned to his text. It requires the ability to understand the message, or the ideas behind the graphic symbols, in the light of past experiences or creating a mental image according to the idea evoked by the message. According to studies made on cognitive processes, this is a very complex cognitive activity, as this stage can comprise a simple codification, up to the elaboration of a synthesis.

Interpretation: interpreting something means assigning it a meaning. During the interpretative function, the reader is introduced into another personality, taking the place of the lyrical voice. Through interpretation, we get to know the author’s thoughts and feeling, that the reader can agree with, or not. Or they can simply serve for informative purposes.

Reaction: during this stage, the reader displays an attitude of acceptance or rejection of the ideas expressed by the author. This is the result of the similarity (or contrast) between the meaning assigned by the author and the reader’s previous knowledge.

Integration: the reader decides the value of the ideas that are expressed; that is, he takes and adds them to his flow of personal experiences, if he considers they are worthy. If reading is done orally, we must add the following steps: emission of sounds, hearing and self-control in regard to the string of sounds.


  • §  Address any visual problem that might appear.
  • §  Choose a properly lit place where to read.
  • §  Sit properly but comfortably while reading.
  • §  Hold the book at around 30 to 40 cm (11 to 16 inches) from your eyes.
  • §  When reading silently, don’t move your lips and don’t repeat the words in your mind.
  • §  Don’t move your head side to side.
  • §  Don’t follow the line with your finger or another object – they won’t help, they’ll just distract you.
  • §  Move your eyes from one group of words to another, not from word to word, and don’t repeat lines.
  • §  Try to understand what you read, as this stimulates permanent learning.
  • §  Make the connection between the topic you are studying and other lessons.
  • §  Practice what you have learnt (overlearning).
  • §  Try to find applications for what you have learnt; abstract as the topic might be, it can prove useful in everyday problems.
  • §  Think about the text and ask yourself questions in regard to it; it’s unacceptable to simply agree to everything the author says.
  • §  Draw the right conclusions. 


Usually, older students don’t read a text properly, but immediately try to reproduce its form mechanically, giving the feeling that they want to finish as quickly as possible – in other words, they read for the sake of reading. Actually, reading implies concentrating your personal resources in learning and retaining data, making connections and using techniques, aiming to master new knowledge. Most teachers agree that there is a relation between the students who can’t read appropriately and those who fail; therefore, if students lack healthy reading habits, it’s important to start acquiring them.
In the following, we will present a method proven to be efficient for reading comprehension. This method was developed by Thomas Staton, who named it PQRST (preview, question, read, state and test).
1. Preview – consists in superficially glancing through the material you need to read, localizing the essential aspects or ideas of the text, taking a look at the index, the introduction, the headers, the graphics and the abstract. It shouldn’t take you more than 5 minutes to revise a chapter. This helps you form an idea about what you are going to read.
2. Question – implies asking yourself – and answering – questions regarding the text before starting to read, so that later you can compare your answers to those offered by the author. This way, you are practicing your imagination and critical thinking. Some of these questions could be: What do the titles and headers suggest? What do I know about this topic? What am I interested in? What does the author want to say? What do I need to know after I have finished reading?
3. Read – after formulating and answering your own questions, you’ll find that the text seems more familiar and easier to understand. This is the moment when you actually start reading, always careful about the intonation, punctuation and spelling of the terms. Pay attention to the words, phrases and sentences that the author stresses out, and mark the relevant information using a yellow highlighter or by underlining it – do this after having read a paragraph, not while you are reading it. It is also advisable to write notes on the margins of the text, but only if the book is your own. If you don’t understand the meaning of a word, look it up in the dictionary. It’s good to make synoptic charts and summaries, formulate questions and conclusions.
4. State – this implies closing the book and presenting, with your own words, what the author said, so that you can see how much you understood and what you need to read again. Studies show that if you repeat a piece of information after having read it, you’re more likely to remember it, provided you clearly understood what you have read.
5. Test – consists in studying in advance, to avoid an exaggerated influx of information and the pressure of the exams. It’s useful to review the contents of the text you have studied, in order to consolidate learning and self-documentation. Also, seek to expand your knowledge.

The significance of reading and writing

It is pertinent to note, that this inquiry for the significance of reading and writing in the universities led the “National Conference on Institutional Policies for the Development of Reading and Writing in Higher Education”; they also concluded that reading and writing should be commitments backed up by precise and explicit institutional policies; that the meaning building processes have an essential role in the social and professional life of the productive sector of a country, and they also emphasized on the need for looking into new trends and theoretical approaches that are underlying the educational and curricular proposals on reading and writing on the Higher Education of the country.

These initiatives, in addition to the multiple dissertations and Master and PhD thesis, like the research conducted in the University in a study called “Teaching how to understand texts in the university”, invite us to recognize reading and writing as a process of discovery, inquiry, discussion, explanation; actions that are characteristic of research, understood as a social activity that leads to the production of knowledge. This way, research, assessment and the results, among them, the ones originated from the Quality Assessment on Higher Education, have put into evidence the existence of issues related to reading and writing that is necessary to expose and intervene.

Finally, it is worth noticing the impact that the educational and teaching national proposals on reading and writing have had. Within these, the ones proposed by the Research Group on Reading and Writing, the Linguistics, Spanish and Literature Departments and the programs of the bachelor’s degrees in Ethno-education, Primary school education with a focus on Spanish and English, Speech Therapy, among others, which, from many years, have not only explored and promoted the research on this field, but have also achieve that the students transform their practices of reading and writing and recognize these processes as needs of the contemporary human being. The results are shown in the number of academic programs that have incorporated to their curricular structure the subject of reading and writing, in some cases, many levels or classes; on the dissertations that have made on the topic students from programs related to Language Studies, in various university publications, in the existence of a Specialization program in the Pedagogy of the reading and writing, and on the results of the reading and writing tests, among others.

Reading and writing in an University level

The research, stimulation, promotion and mediation activities on reading and writing, have gained great importance in the national and international university contexts, thanks to the agreement of the academic communities about the essential role that the meaning building processes play in the development of knowledge, in academic life and in the integral formation of the students. Likewise, the constant transformation of the social and discursive practices on societies, leads the universities to face new challenges in the academic and professional life, especially in the reading and writing of diverse text types that evolve within the different fields of knowledge.

Another element relevant to this educational proposal is the inquiry within the research communities in the Colombian universities about: How to guide the reading and writing processes in the Higher Education? What should be taught? What kind of skills should be strengthened? What are the appropriate methodologies? How to offer the courses?

These questions have put into evidence the complexity and the need to start a permanent research and action process on reading and writing, from within the teaching and learning practices, which implies a laborious and committed work. It is important to note that the Universities have been aware of the questions mentioned, which don’t lead, necessarily, to unique and definitive answers.


Reading and writing have had, in the last decades, an important development on research from fields such as linguistics, semiotics, psychology, anthropology, sociology, literature, philosophy, pedagogy and education, among others. This has made possible the emergence of new theoretical and methodological perspectives that suggest the importance of effectuating changes in their understanding and practice, and in the way they are addressed in the teaching and learning processes, on the different educational levels.

In the Higher Education level, specifically, the encouragement of reading and writing skills is gaining ground due to the essential relations that these have with the academic success or failure and the connection it has with the institutional and State policies of quality assurance.

On this sense, the Linguistics, Speech Therapy, Spanish and Literature, Education and Pedagogy and Intercultural Studies Departments, present to the university community a proposal titled “GENERAL GUIDELINES FOR THE READING AND WRITING COURSE”, with the purpose of being developed within the policy framework of Integral Social and Human Training (FISH), on the line of Society, Art, Language and Culture in the various Undergraduate programs in the University of Cauca, following the institutional requirements stated on the Agreement nr. 1 on the 30th of January 2007.

The purposes behind this proposal are: to recognize reading and writing as complex processes that are essential for the university education; to transform the ideas and practices on reading and writing; to develop abilities for reading and writing in the university; to contribute to the processes and practices of research training through Reading and writing.