Hi Robert - I've recommended the SQ3R method to students before (a number of websites and videos explain it, but the one I used to link to has been taken down, so I don't have a specific one to recommend at the moment. 



In my experience, what helps more is to give students a few pointers about a specific text before they tackle it (articulate our purpose in reading it, point out in which section the author articulates the main points...)



Mai

-- 

Mai Kuha

Department of English

Ball State University



On 6/25/20, 5:17 PM, "Teaching Linguistics on behalf of Robert Fuchs" <[log in to unmask] on behalf of [log in to unmask]> wrote:



    Dear all

    

    When my students read a study or a chapter I ask them to write down

    questions/make notes on passages or specific points they didn't

    understand so that we can discuss them in class. Now, many students do

    that, some others find the text easy and don't have any questions, but a

    third group says they found the study/chapter so hard to understand,

    they can't even say what it is they didn't understand.

    

    Among these students, there are probably some who can't be bothered, and

    I'm not concerned with them here. But there is also a group, I suspect,

    who might lack the skills to deal productively with a challenging text,

    how to try to tease apart its content and zero in on what they genuinely

    don't understand.

    

    Can anyone recommend a resource, website, paper or similar that I can

    point them to, which explains how to do that?

    

    Thanks and best wishes

    

    Robert

    

    -- 

    Prof. Dr. Robert Fuchs (JP) | Department of English Language and

    Literature/Institut für Anglistik und Amerikanistik | University of

    Hamburg | Überseering 35, 22297 Hamburg, Germany | Room 07076 |

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