Reading can be described as a cognitive process in which the reader decodes symbols to derive meaning. Reading is defined as a way in which the reader acquires a language, disseminates and shares critical information. The appropriate strategy for reading is determined by the reading purpose (Opitz & Erekson, 2015). It is critical to understand that there is a purpose in reading such as to gain information, evaluate someone's work or even validate existing information. This paper seeks to examine the comparison between when a student reads for pleasure versus reading for content. Also, it points out how students can become better at taking notes and the most effective ways of studying.
It is critical to understand that a perfect study environment does not exist. However, there is a study space that works for a specific student. In the situation that student does not have adequate resources, the teacher can help them create an appropriate study space. For instance, at home, the available space may be the student's bedroom. It is important to ensure that space is quiet for reading. First, it is important to remove all distractions from the study space such as phones, video games or open tabs among others ("Creating your Study Space" 2018). The objective is the maximization of attention to the study tasks. Second, ensure the availability of all the required items. These include a comfortable chair, a computer, textbooks, index cards and notebooks among others. Third, it is essential to ensure the appropriate amount of lighting. For instance, studying near a window can be important since it ensures the presence of natural light ("Creating your Study Space" 2018). Forth, the study space should be adjusted to the ideal temperature. Considering these factors, it is possible for the student to create a quiet reading space at home.
Reading is interactive, and it happens between the reader (student) and the specific text. The outcome is the comprehension of information contained in the text. The student can read for pleasure or gain content (Opitz & Erekson, 2015). Reading for pleasure entails reading because the student finds satisfaction in the text or if they find the subject interesting. Pleasure reading can be described as the student's personal experience that involves reading materials that are a reflection of their interests, choices and time. It involves a student engaging in a reading activity that they can fully control. Reading for pleasure comes with some literacy-related benefits. It helps in attainment of reading and writing ability, improvement grammar and text comprehension, increased vocabulary breadth, enhanced reading attitudes and increased reading attitudes (Abdullah et al., 2012). On the other hand, there is content reading entails reading, understanding, and learning. The objective is using the content to gain, demonstrate and potentially create knowledge. Reading to learn entails an emphasis on understanding and application of the text, and this necessitates disciplinary expertise (Opitz & Erekson, 2015). This shows the difference between reading for pleasure and content reading.
The teacher can help students become better at taking notes. This is because it promotes attention, enhances elaboration of ideas in addition to sensitizing the students to connect ideas and organize reading materials. There exist some things a teacher can do help the students in note taking (Abdullah et al., 2012). The teacher can ensure they outline their lecture and refer to it while shifting different topics. Also, the teacher can employ transition statements. The teacher can also use appropriate frameworks which can help students compare different materials (Opitz & Erekson, 2015). Also, teachers can direct students on what to record such as examples, explanation and sample problems. The provision of explicit instructions ensures that students know what to note down. Teachers can also train students on how to take quality notes. This can be accomplished by providing feedback on the student's notes and sometimes giving the version of lecture notes for comparison purposes.
It is important for students to study effectively. It develops an effective critical understanding of the information taught. Also, many subjects in school necessitate constant learning and student develop capabilities of approaching their exams (Fowler et al., 2017). During my studying, I have come to use study methods that I consider very effective. I have always found it very essential to make and keep a study schedule. This has ensured that I am on time and I eliminate wastage of time. Another study method is ensuring the study takes place in an appropriate setting (Fowler et al., 2017). The right study environment was very important and especially in enhancing my concentration. Also, I have always equipped my study area with the necessary materials which ensure I study without interruption.
In conclusion, it is essential to underscore the need for reading. It helps students learn new texts, and they can later apply the information learned. To enhance learning, it is critical that an effective study space is established. A teacher can help their student establish a study space to ensure they internalize the learned text. Also, the learner is required to take notes while in lectures. This ensures they have information to study during texts. Lastly, students should determine the study methods that work for them which enhances their learning.
Abdullah, S., Abdul Rahim, P., Setia, R., Mohamad, R., Ghazali, N., & Sabapathy, E. et al. (2012). Reading for Pleasure as a Means of Improving Reading Comprehension Skills. Asian Social Science, 8(13). doi: 10.5539/ass.v8n13p233
Creating your Study Space. (2018). Retrieved from https://www.westernsydney.edu.au/__data/assets/pdf_file/0004/1082479/Creating_your_study_space.pdf
Fowler, A., Whitehurst, K., Al Omran, Y., Rajmohan, S., Udeaja, Y., Koshy, K., & Gundogan, B. (2017). How to study effectively. International Journal of Surgery Oncology, 2(6), e31. doi: 10.1097/ij9.0000000000000031
Opitz, M., & Erekson, J. (2015). Understanding, assessing, and teaching reading: A diagnostic approach (7th ed.). Boston, MA: Pearson Publishers.
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