P.O.W.E.R. Learning and Your Life Essentials of Student Success 3rd Edition by Robert Feldman - Test Bank

____  the type of music you like to listen to while reading
____  your per-page reading speed
____  how long it will take to prepare the snack you want for your “reading break”
____  your typical attention span
____  the length of the assignment

____  front matter
____  pens and pencils
____  advance organizers
____  access to a dictionary
____  a copy of the assignment

____  A marked-up textbook is easier to sell at the end of the term.
____  It reminds you of key points when you begin studying the material for an exam.
____  It makes the material part of your personal knowledge base.
____  It engages an additional perceptual system that helps you learn in an active way.
____  It allows you to skip lectures since you already know the information.

____  Look up the definition of unfamiliar words.
____  Rephrase key points.
____  Memorize what you’re reading
____  Underline or highlight key points.
____  Highlight every chapter title.

____  SQ4R
____  jingles
____  acronyms
____  acrostics
____  rehearsal

____  Use the SQ4R method.
____  Work with your study group.
____  Create mnemonics.
____  Test yourself.
____  Complete the in-text review questions and tests.

True    False

True    False

True    False

True    False

True    False

True    False

True    False

True    False

True    False

True    False

Understanding the material is the most important element in reading.

We should try to become more efficient readers who comprehend and recall more effectively.

Most textbooks have advance organizes built in. For example, the beginning of a chapter may include an outline and some questions at the end.

An advance organizer is a clue to the meaning and organization of new material you are reading.

Your instructor may not assign front matter as part of the reading, but it can be a huge help for you to learn what the author feels is important and what you can expect as you read.

Begin by reading the front matter to get insight into what will be covered in the text.

Determine what you wish to recall by separating the important information from the less crucial information.

Reading the front matter (i.e., introduction, preface, table of contents) gives you insight into the author’s frame of reference, goals, and strategies in writing the book.

Everyone’s attention span is different. Knowing your attention span can help you better prepare for your reading assignments.

People with a long attention span can read for regularly lengthy periods of time versus someone with a shorter attention span who may only be able to read for a short period of time.

You should look the word up only after you have tried to figure out the meaning from the context.

Reading in small bites makes concentration more manageable.

P.O.W.E.R. Learning will help you become a better reader with a more complete memory of what you read.

Prepare yourself by becoming familiar with advance organizers—the outlines, overviews, and section objectives in the material you’re reading.

These essential tools will get you prepared and ready to begin your reading assignment. You won’t have to stop what you’re doing to get, for example, a highlighter.

Rehearsal helps transfer material you’ve encountered into your memory.

If you don’t rehearse what you’ve learned, you’re at risk of losing it from your memory.

Mnemonics are tricks that professionals use to store information in their memory.

One example of an acronym is the word laser. It stands for light amplification by stimulated emissions of radiation.

Acrostics are similar to acronyms except they use entire sentences instead of single words to create the memory hint.

Once you have overlearned, recall becomes automatic and you no longer have to search for the answers.

Think deeply about the material you’re rereading and consider the take-home message. Make sure you understand it completely and that you can answer any questions you had earlier about the material.

Determine what the take-home message is from what you read and what it means to you on a personal level.

Make a list of the main topics and try to rank them in order of importance.

In addition to helping you remember the information better, pretending to explain the material to a classmate can help identify weak spots in your understanding.

Rethinking the material will help transfer the material from your short-term to long-term memory and solidify the information so that it will be remembered for the long haul.

Memory requires three basic steps: the initial recording of information, the storage of that information, and the retrieval of the information. Associate images with these steps and you’ll be able to remember them better.

Associating images to information you learn will help you recall the information much easier later.

Learning disabilities are often diagnosed when there is a discrepancy between learning potential and actual academic achievement.

Dyslexia is a reading disability that produces the misperception of letters during reading and writing, unusual difficulty in sounding out letters, and even confusion between right and left.

To determine how long a given reading assignment will take, you can multiply the number of pages by your per-page reading speed. You should factor in breaks if this number exceeds your attention span.

Gather a copy of the assignment, paper or index cards, pencils or pens, and access to the dictionary so you are able to thoroughly read your assignment and take notes as necessary.

Taking notes on the key points has many important benefits.

Above all, create a reading system that works for you.

A mnemonic is a formal technique used to make material easier to remember. Acronyms, acrostics, jingles, and rhymes are tools you can use.

The questions from your text indicate what the writer thought was important for you to learn and memorize. They also provide a great opportunity for you to test your memory.

FALSE

Knowing the author’s purpose can help you a great deal as you read.

TRUE

Advance organizers, such as outlines, overviews, section objectives, and so on, provide a framework and context for the material.

FALSE

The purpose of the reading assignment, as well as the type of material, will determine how deeply you need to read.

TRUE

Writing helps to facilitate active reading. Underlining, taking notes, drawing diagrams, and marking in your book are strategies for successful reading.

FALSE

Begin with the front matter, which is the textbook’s preface, introduction, and table of contents. Your instructor may not assign this to you, however it’ll provide you information as to what the author considers important.

FALSE

Underlining, taking notes, drawing diagrams, and marking in your book are strategies for successful reading.

TRUE

Writers usually use topic sentences and summary remarks to present a key point.

FALSE

It is best to highlight only the key information. As a general rule, you should highlight no more than 10 percent of the material.

FALSE

For the 1 to 3 percent of college students with ADHD, planning, staying on task, and maintaining interest while reading pose some real challenges.

FALSE

There is no relationship between learning disabilities and I.Q.

Peruse the front matter of the book, including the table of contents, introduction, preface, author notes, etc. This can help put the information into context, give you clues as the author’s intent or biases, and help personalize the author and material.

Advance organizers, which include the end-of-chapter summaries, chapter outlines, overviews, and section objectives, are clues to the meaning and organization of the material. To create advance organizers, you could skim the material and sketch out a general outline on your own. Try It! 4 walks students through the process of creating advance organizers.

Using images associated with what you’re reading/learning helps you recall materials later. For example, if you visualize a computer with its keyboard, flash drive, and monitor, you can associate each with information. The keyboard represents the initial recording of information, the flash drive represents the storage of information, and the monitor represents the display of information that has been retrieved from memory.

Identify the main ideas and themes, prioritize the ideas, think critically about the arguments presented, pretend to explain the material to others, and reread passages that were not clear or ones that you did not concentrate fully on the first time.