Reading with purpose

1. empirical evidence

1.1. entertainment

1.1.1. more free associations

1.1.2. more evaluative comments on writing or interest value of the text

1.2. study

1.2.1. more coherenece-building inferences

1.2.2. more paraphrases

1.2.3. more text information recalled

1.3. low working-memory capacity readers

1.3.1. emphasized a re-reading strategy and de-emphasized a comprehension monitoring strategy

1.3.2. more effort and thus over confident in estimates of comprehension test performance

1.4. high working-memory capacity readers

1.4.1. emphasized a comprehension monitoring strategy and de-emphasized a re-reading strategy

1.4.2. under confident

2. practical applications

2.1. not read in front of the television, computer, or in a social setting

2.2. use a specific study area

2.3. anticipate and attempt to answer exam questions for class preparation & exam preparation

2.4. different types or different levels of exam questions or courses require unique reading strategies

2.5. reading strategies connected to more integrated, long-term memories of text information, e.g. explain by making connections with prior knowledge and other parts of the text

2.6. be clear on specific instructional goals

2.7. ask for orienting cues (pre-reading questions / relevant book themes)

2.8. generate relevant themes and verify later

2.9. efficient reading strategies: paraphrasing, making inferences, comprehension monitoring (summarizing & double check)

2.10. low working-memory capacity readers ask for explicit instruction on the most relevant information of the text to minimize the effort for attention; summarizing key points with questions to answer