Effective reading strategies are an essential component for the self-directed learner and independent learning. An individual simply cannot be effective learners, capable problem-solvers, adaptable to learning environments and possessing the capability to apply new information without the best reading and comprehension skills. This four-step process guiding the reader includes: 1) preparing for reading; 2) thinking through the reading; 3) extracting and organizing information; and lastly, 4) translating the information (Candy, 1991).
Preparing for Reading
The first step, preparing for reading, is the basic foundation of understanding the structure of the information. The reader develops a basic, underlying comprehension of what they know and don’t know. They have identified their information gaps and understand what needs to be gained through the reading experience. They also will gain overall structure of the reading material including major concepts, outlines, graphs or diagrams. Additionally, any specialized vocabulary will be identified.
Thinking through Reading
This is more than simply reading. Comprehension is the essential component of reading to develop and enhance the self-directed learner. The reader will spend time devoted to reflecting on the information. They may even seek out opportunities to discuss new knowledge, find ways to integrate the information into existing schemas and develop a methodology for critical analysis of the new knowledge.
Candy (1991) distinguishes comprehension within three different levels:
- Literal comprehension
- Interpretive comprehension
- Applied comprehension
Of course, the goal for the self-directed learner is to reach the pinnacle of reading comprehension, ie: Applied Comprehension
Extracting and Organizing Information
This stage moves beyond understanding. It moves to the highest level of comprehension where the reader will identify the “major themes, assertions, and principles and distinguishes these from examples, illustrations, or supporting evidence” (Candy, 1991, p333). The reader will extract the information in the text, that may or may not be presented in a limited capacity, to create a new structure or meaning. The information will be integrated and related to other information and knowledge acquired by the learner from previous learning experiences.
Translating Information
This is the pinnacle stage of the reading process for the self-directed learner. The learner will move the information from acquiring to presenting. This type of presentation of information may be in the form of writing, performing, speaking -simply sharing the new information. This is the ability of the learner to be able to take the information acquired from the wording and point of view of the original author and transcribe it into their own words.
Conclusion
Reading is often thought of as a passive project. It can be – if the reader is simply gliding their eyes across the page, but the ultimate goal of the consummate reader and self-directed learner should be to move it to a higher order cognitive process where the learner takes the knowledge and molds it to their needs.
Sources:
Candy, P. (1991). Self-Direction for Lifelong Learning. San Francisco, CA: Jossey-Bass.
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By Tracy Atkinson
Tracy Atkinson, mother of six, lives in the Southwest with her husband and spirited long-haired miniature dachshunds. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and an EDS in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners and learning styles. She has published several titles, including MBTI Learning Styles: A Practical Approach, The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.
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