字幕表 動画を再生する 英語字幕をプリント >> NARRATOR: Hello, and welcome to part B of the Self-Assessment Inventory: Reading Decoding and Speed. >> NARRATOR: Reading Decoding being the strategies used to sound out and understand a word. >> NARRATOR: Some Learning Strategies for this style are finger tracking, basically running your finger along the line you're reading to help keep your place, >> NARRATOR: using a ruler, which is similar to finger tracking, except allows you to use color, so if you prefer to look at yellow or pink or green, gives you that option, >> NARRATOR: or a mask, which I have an example of. Just take a note card and cut a line out of it and it gets rid of all the other text and makes it easier to focus on what >> NARRATOR: you actually want to read in that one line. >> NARRATOR: Also, using Premier Tools to change the font color, type, and size. Premier Technologies is really good for having your homework read to you, altering the voice speed, >> NARRATOR: changing the voice, changing size, color, and peresonalizing your study so that you understand it as well as possible. >> NARRATOR: Strenghtening and Decoding skills >> NARRATOR: A good one is reading aloud. YOu process information differently when you have to read it to someone else, and therefore, >> NARRATOR: you have to learn it again and you better understand it yourself. >> NARRATOR: And a style of study called Multi-Pass, which is where you study all the pieces of the chapter before you read the text itself, >> NARRATOR: so examples of these are headings, visuals, bolded words, introductions, and conclusions. >> NARRATOR: I can give you an example using the picture of the textbook on the left-hand side. As you can see, it has columns on the outer parts of both pages and it also has a bunch of pictures. >> NARRATOR: So, using Multi-Pass, you would read what the, excuse me, you would read what is being said inthe text underneath the pictures, you would read the columns, >> NARRATOR: you would read any headings, you would make questions about that, and you would also understand what that was and then when you read back thru the text of the chapter, >> NARRATOR: that stufff won't trip you up, you'll be able to understand it better. >> NARRATOR: Group work is also another good one, allowing you to hear multiple ideas and ways of looking at a problem, along with the use of context clues. >> NARRATOR: We have an example of this on the right hand side of the slide, and I'll go ahead and read it out loud. >> NARRATOR: As you are reading, you will naturally find unfamiliar words. If you are a perspicacious reader, your keen sense of detail may find the meaning from the context clues. >> NARRATOR: Now if you find a word, like persipicacious, in your reading, you can also just go to a dictionary and look it up, >> NARRATOR: and we have the dictionary definition, which is "able to understand or percieve keenly". >> NARRATOR: So you're probably going to ask me "Chelsea, if you have a dictionary, why do you even need to use context clues?" >> NARRATOR: Well, it's really simple. If you're taking a test, in one of the test questions you come across the word perspicacious, >> NARRATOR: the teacher's not just going to let you out of the room to go and look it up. So that's where context clues come in, because you see "perspicacious reader" >> NARRATOR: and then right after that, there's a describer, the context clue "your keen sense of detail" and that's how you can help figure it out, >> NARRATOR: "Well, perspicacious must have to do, have something to do with understanding detail and paying attention to it, and if you look at the definition, that's what it is. >> NARRATOR: So, that's one way to use context clues to help you actually do better on exams and understand questions. >> NARRATOR: Clarifying New Concepts: You can ask for or seek clarification of new topics. >> NARRATOR: An example of this is, say you're sitting in class, your teacher writes something on the board, you have no idea of what it means. This has happened to me a number of times. >> NARRATOR: What you can do is just raise your hand and ask about it, because if you don't know , probably four or five other people in your class don't have any idea either. >> NARRATOR: So, you'll not only be helping yourself, but you'll be helping them. >> NARRATOR: Group work and/or partner study is also good. It allows you to hear multiple ideas from multiple perspectives on how a problem works or how to solve problems. >> NARRATOR: It will hopefully inspire you and maybe you'll inspire others to be able to tackle problems in a different way. >> NARRATOR: This video has been sponsored by the Disability and Assistive Technology Center at the University of Wisconsin-Stevens Point. >> NARRATOR: Thank you so much for taking some time to watch our video. Please go ahead and access our website and check out the resources we have; we'd love it if you do.\ >> NARRATOR: I really hope this video has been helpful to you and have a nice day.