Students should read the texts they chose and read until they start to feel uninterested. At this time, the student should mark their text where interest was lost and review where they began reading. That is their endurance level. This information is necessary so students can reflect and acknowledge where they may need to take a brain break during an assignment or an assessment, then return to the text and begin reading again.
Once the student has lost a connection with the text, they read without comprehension, so this is time not well spent. It is essential to think of efficiency. After the brain break, the student should think about what they just read to get the gist and continue to read. This strategy helps them continue with comprehension. When the student begins reading again and then stops again, another mark should be made to see if the endurance increases.
Reading comprehension impacts all disciplines. Reading lengthy text during assessments and for assignments is necessary. Older students, especially new students who may need additional support, can utilize these simple strategies to support their comprehension across the curriculum, improving their academics and helping them learn to monitor and assess their learning.
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Approved by the assistant dean of the College of Education on March 21, 2023.