Interpretive Reading
The literature department at Carson-Newman College
also highlights the idea of interpretive reading. With this type of reading,
the student must read every single word carefully and slowly. All words that
are not understood should be underlined and looked up in a dictionary. Any
statement that is hard to understand must be bracketed and deconstructed so the
student can know what the author meant. At the end of each paragraph, section
and chapter, a student should paraphrase or summarize what was stated.
Interpretative reading, arguably, helps the student analyze and dissect every
aspect of the book or passage, possibly helping the student understand the
book's purpose. However, this strategy can be time-consuming, especially under
a curriculum schedule. Endeavors to do interpretive reading may work for
students with high reading skills. For students who have difficulty reading,
they may be constantly held back from trying to interpret the book as they go along.
Critical Reading
Another type of reading surveyed at the literature
department at Carson-Newman College is critical reading. Critical reading is a
form of reading in which the reader consistently asks questions to the text.
Every sentence or paragraph is analyzed and the reader, most often by writing
on the sides, asks questions or writes the answers the text has answered to the
reader. This analysis prompts students to be engaged with the text and often
helps students better express or understand what the author meant. However, the
School of Information at the University of Texas points out that critical
reading often is an exercise of interpretation. Therefore, in group discussion
or the learning environment, knowledge of facts or information in the text are
left open to the reader's interpretation. For some, this process is a positive
learning aspect, but for others, it might leave books, both fiction and
nonfiction, too open to interpretation all the time.
Synoptic Reading
Kevin Hughes, the chair of the
College of the Humanities at Villanova University describes synoptic reading as
closely resembling textbook reading. In this approach, the student first reads
the table of contents and the index of a book. This procedure allows the reader
to know the book's general structure and any subject the book discusses. After
the reader reads these aspects of a book, the reader decides what is important
to know. Like critical reading, it may be left up to the reader to determine
what is important in a book. With synoptic reading, the reader learns what the
book is about and decides what is most important to take away from the book.
Synoptic reading also involves delving deeper into the book. For example, if
there are any citations, read the citation piece itself. The literature
department at Carson-Newman recommends students read whole books that are
similar to the book the reader is reading. That way, the reader can compare and
contrast information, style or writing. The problem with this approach is that
the reader may not be experienced enough to extract the most important
information in a book.
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