@techreport{weimer_11_2010,
	title = {11 {Strategies} for {Getting} {Students} to {Read} {What}’s {Assigned}},
	url = {https://www.canadacollege.edu/inside/CIETL/getting_students_to_read.pdf},
	abstract = {Getting students to take their reading assignments seriously is a constant battle. Even syllabus
language just short of death threats, firmly stated admonitions regularly delivered in class, and
the unannounced pop quiz slapped on desks when nobody answers questions about the
reading don’t necessarily change student behaviors or attitudes.
Despite the correlation between reading and course success, many students remain committed
to trying to get by without doing the reading, or only doing it very superficially, or only doing
it just prior to exam dates. In return, some exasperated instructors fall into the trap of using
valuable class time to summarize key points of the readings.
It’s not a new problem, and clearly we can’t simply bemoan the fact that students don’t read.
Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter
summaries — has failed to solve the problem. The better solution involves designing courses
so that students can’t do well without reading, and creating assignments that require students
to do more than just passively read.
Featuring 11 articles from
The Teaching Professor
, this special report was created to give faculty
new ways of attacking an age-old problem. Articles in the report include:
•  Enhancing Students’ Readiness to Learn
•  What Textbook Reading Teaches Students
•  Helping Students Use Their Textbooks More Effectively
•  Text Highlighting: Helping Students Understand What They Read
•  When Students Don’t Do the Reading
•  Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning
Whether your students struggle with the material or simply lack the motivation to read what’s
assigned, this report will help ensure your students read and understand their assignments.},
	language = {English},
	institution = {Magma Publication},
	collaborator = {Weimer, Maryellen},
	year = {2010},
	keywords = {available: online, costs: free, education}
}

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Despite the correlation between reading and course success, many students remain committed to trying to get by without doing the reading, or only doing it very superficially, or only doing it just prior to exam dates. In return, some exasperated instructors fall into the trap of using valuable class time to summarize key points of the readings. It’s not a new problem, and clearly we can’t simply bemoan the fact that students don’t read. Furthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter summaries — has failed to solve the problem. The better solution involves designing courses so that students can’t do well without reading, and creating assignments that require students to do more than just passively read. Featuring 11 articles from The Teaching Professor , this special report was created to give faculty new ways of attacking an age-old problem. Articles in the report include: • Enhancing Students’ Readiness to Learn • What Textbook Reading Teaches Students • Helping Students Use Their Textbooks More Effectively • Text Highlighting: Helping Students Understand What They Read • When Students Don’t Do the Reading • Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning Whether your students struggle with the material or simply lack the motivation to read what’s assigned, this report will help ensure your students read and understand their assignments.","language":"English","institution":"Magma Publication","collaborator":"Weimer, Maryellen","year":"2010","keywords":"available: online, costs: free, education","bibtex":"@techreport{weimer_11_2010,\n\ttitle = {11 {Strategies} for {Getting} {Students} to {Read} {What}’s {Assigned}},\n\turl = {https://www.canadacollege.edu/inside/CIETL/getting_students_to_read.pdf},\n\tabstract = {Getting students to take their reading assignments seriously is a constant battle. Even syllabus\nlanguage just short of death threats, firmly stated admonitions regularly delivered in class, and\nthe unannounced pop quiz slapped on desks when nobody answers questions about the\nreading don’t necessarily change student behaviors or attitudes.\nDespite the correlation between reading and course success, many students remain committed\nto trying to get by without doing the reading, or only doing it very superficially, or only doing\nit just prior to exam dates. In return, some exasperated instructors fall into the trap of using\nvaluable class time to summarize key points of the readings.\nIt’s not a new problem, and clearly we can’t simply bemoan the fact that students don’t read.\nFurthermore, doing what we’ve been doing — the threats, the endless quizzes, the chapter\nsummaries — has failed to solve the problem. The better solution involves designing courses\nso that students can’t do well without reading, and creating assignments that require students\nto do more than just passively read.\nFeaturing 11 articles from\nThe Teaching Professor\n, this special report was created to give faculty\nnew ways of attacking an age-old problem. Articles in the report include:\n• Enhancing Students’ Readiness to Learn\n• What Textbook Reading Teaches Students\n• Helping Students Use Their Textbooks More Effectively\n• Text Highlighting: Helping Students Understand What They Read\n• When Students Don’t Do the Reading\n• Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning\nWhether your students struggle with the material or simply lack the motivation to read what’s\nassigned, this report will help ensure your students read and understand their assignments.},\n\tlanguage = {English},\n\tinstitution = {Magma Publication},\n\tcollaborator = {Weimer, Maryellen},\n\tyear = {2010},\n\tkeywords = {available: online, costs: free, education}\n}","key":"weimer_11_2010","id":"weimer_11_2010","bibbaseid":"anonymous-11strategiesforgettingstudentstoreadwhatsassigned-2010","urls":{"Paper":"https://www.canadacollege.edu/inside/CIETL/getting_students_to_read.pdf"},"keyword":["available: online","costs: free","education"],"downloads":0},"search_terms":["strategies","getting","students","read","assigned"],"keywords":["available: online","costs: free","education"],"authorIDs":[],"dataSources":["c4vfKoHgYnWfaW9d9"]}