READING STRATEGIES
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JUICE
The emphasis in this strategy is on reading in pairs as a collaborative study experience. Selecting your reading buddy is key to the success of this strategy. Courses that have assigned a great deal of difficult reading are ideal for this strategy.
| STEP | HOW TO DO IT | WHY IT WORKS |
|---|---|---|
| Job | Both readers decide on the reading "job": what material has to be read, when the reading must be completed, and what environment is conductive for reading and discussion. | This step clarifies the roles and responsibilities for each reader. |
| Understand | Both readers read the same section of the assigned material. The readers should concentrate on a general understanding rather than memorizing. Each reader should mark the important and difficult parts of the section of the text. Since this method requires one reader to teach the material to the other, the readers should also decide who will play the role of teacher and who will be student for which sections of the material. | This focuses your attention on understanding the material. |
| Instruct | After you finish reading, complete the reverse side of the index card. If taking a test, write 5 questions on the back of each card. At the end of a week, review the questions you anticipated. If you can't answer them, read your summary and, if still not confident with your mastery of the material, return to the appropriate section of the text and locate the answer. If writing a paper, write the topic the quote pertains to on the reverse side. Then organize the cards in the order you will need them while you write you paper | You retain material better if you teach it to someone else rather than simply studying it alone. |
| Critique | The other reader is assigned the role of "student." The "student" is assigned the task of listening to the instructor to detect mistakes or ask questions about the material. This role is difficult because the "instructor" must be challenged to be very clear if the process is to work effectively. | This step forces you to understand the material. |
| Exchange | After the "instructor" has finished teaching the assigned material, the "student" then summarizes what the "instructor" taught. Both readers then exchange what they have learned by discussing the material and creating test questions that might appear on the exam. They both agree what the important points are in the material. The process continues by going on to the next section of the text and repeating the understand, instruct, critique, and exchange sequence until the entire text is read and discussed. | Collaboration improves understanding and learning. Creating questions helps provide a review tool to be used together and separately. |