Question

What were 3 reading strategies discussed in the video that stood out to you? How will you apply these strategies in your current classes?

Answer 1

Three reading strategies from the video that stood out to me — and how I'll use each in my current classes:

1) Previewing / question-first reading (SQ3R-style)
- What it is: Skim headings, subheadings, intro & summary, images/captions, and turn them into questions before a full read.
- How I'll use it: For each chapter or article in history and biology, I’ll preview the section and write 3–5 questions (e.g., “What caused X?” or “How does process Y work?”). Then I’ll read with the explicit goal of answering those questions, which keeps reading focused and improves retention.

2) Active annotation (margin notes, underlining, symbols)
- What it is: Marking the text with highlights, short margin comments, question marks by confusing parts, stars for key ideas, and noting vocabulary.
- How I'll use it: In literature, I’ll annotate character motives, themes, and important quotes. In STEM readings, I’ll underline definitions, write quick steps beside worked examples, and mark where I need to review or ask the instructor. Those annotations will make review sessions and studying more efficient.

3) Summarizing + self-testing after reading
- What it is: Writing brief summaries in your own words and quizzing yourself on main ideas (recall rather than re-reading).
- How I'll use it: After each class reading I’ll write a 2–4 sentence summary or create a one-page concept map. Then I’ll create 5 flashcard-style questions (or use existing problem sets) and test myself later that day and again after a few days to strengthen long-term memory.

Putting them together: before reading I’ll preview and make questions, during reading I’ll annotate to answer those questions, and after reading I’ll summarize and self-test. That routine should make my study time more active and efficient across all my classes.