Deep Reading, Cost/Benefit, and the Construction of Meaning

Abstract

Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior—a perspective that many students seem to bring with them. However, deep reading—reading for long-term retention of the material and for comprehension at a level that can be perspective-transforming—involves constructing meaning as one reads. Students need help developing reading strategies that enhance this process. Moreover, cost/benefit coercion of reading does not necessarily enhance construction of meaning or deep-learning; indeed, it may reward minimalist or surface reading. This essay is an excursion into theory on deep learning and the implications of that theory for engaging students in reading. An assignment based on multiple intelligences and fostering reading comprehension is suggested and some initial data are provided regarding possible success of this strategy.

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

“…This is particularly challenging for students who have had poor reading experiences and therefore may have low affective levels and consequently may not read. Roberts and Roberts (2008) point out that Sociology lecturers take the ability to read challenging texts for granted in their students, and expect them to read efficiently. Parrott and Cherry (2011) provide role-play activities that require students to support their claims with evidence.…”

“…However, empirical studies investigating the reading of Sociology texts in relation to these factors are few. Roberts and Roberts (2008) assert that in Sociology 'there is almost nothing published in the way of empirical or theoretical analysis of reading in Sociology courses'. Since reading has been described as a complex skill involving various factors, it was necessary to explore students' reading in relation to these social, affective and cognitive factors in order to gain more insight into students' specific reading needs with regard to Sociology texts.…”

“…According to Roberts and Roberts (2008, p. 125), reading in Sociology 'is a complex process to which sociologists have paid little attention, despite the fact that [they] do a great deal of it and expect [their] students to do it before coming to classes'. Reading in Sociology, like many other subjects at university, requires 'deep reading' (Howard, 2004;Roberts & Roberts, 2008;Yamane, 2006), what Yamane (2006, p. 238) refers to as 'engagement of higher-order thinking skills'. Deep reading requires the reader to be mentally engaged, motivated, and strategic (Sousa, 2006).…”

“…Deep reading requires the reader to be mentally engaged, motivated, and strategic (Sousa, 2006). According to Roberts and Roberts (2008) deep reading requires engagement with the material and connections to semantic or long term memory. However, a number of students do not have the required skills or the ability to use appropriate strategies to engage in this kind of reading.…”

Improving reading compliance with whole class qualitative quiz questions

“…In contrast, Roberts and Roberts (2008) argue that the quiz approach does not foster deep learning or understanding of content. This suggests to us that the types of questions asked need to be carefully considered.…”