Reading Strategy & the 5-Step Reading Method

“Science is not learned merely by observing, reading, doing, memorizing, or reciting. Science is learned by thinking. It is learned by processing information and constructing models and theories that can be tested.”

(Croner 2003)  

There is a distinction between a passive reader and an active reader.

A passive reader often begins reading assignments without thinking about constructing or creating meaning about a subject. They do not view text as something to interact with in order to ask questions, make predictions, or vigorously seek answers.

An active reader actively pursues knowledge and engages in metacognition, which is an awareness of how they think. Active readers use both pre-reading and during-reading strategies to enhance their comprehension of a text.

The following table compares the traits and strategies of an active reader versus a passive reader.

Table 1 - A Comparison of the Traits of Active and Passive Readers Croner, P. (2003). “Strategies for Teaching Science Content Reading.” The Science Education Review, 2(4).)

Reading the existing literature about a research topic or for a research question can be a daunting task to begin. Below are some steps and questions that may help as you begin the process of researching the “research” for your annotated bibliography and micro-literature review assignments:

1. Start with references in bibliographies from books and journal articles

2. Move on to using online sources/databases

3. Try to identify the major researchers and sources and work outwards from there

4. Take good notes, including the details of the material you read (e.g., volume number of an article you need to include in your bibliography)

The benefits of reading effectively are that you will be able to revise and narrow your research topic, and, ultimately, a competent critical review of the literature can affirm your credibility as someone who is knowledgeable in your chosen area

5-Step Reading Method

The 5 step reading method can be very helpful as you write your annotated bibliography. It is a great tool that you can use throughout your career.  Read the article below to learn this technique.

Adapted from The 5 Step Reading Analysis by Mickey S Schafer, University of Florida

Reading science is not like reading other material, including textbooks. Scientists read scholarly, a.k.a. primary, sources (or research reports).

Scholarly Sources are

• The write-up of original research

• Written by the researcher

• Found in peer-reviewed journals

• Feature high transparency of author, publication source, and sources used for the research

For you, the biggest difference between primary and secondary sources is likely how it feels to read them. This is called the “reading experience," and like all experiences, some are more fun than others. Secondary sources include a lot more definitions of technical terms and more explanations of important concepts. This makes secondary sources great ways to learn about a subject that is new to you because the writer knows the audience includes mostly non-experts. It also makes secondary sources a lot more enjoyable to read, and it is why so many people who love science read quality secondary sources such as Discovery Magazine, American Scientist, Scientific American, and Science News. (Please note that secondary sources should NOT be used as sources for Assignments 1, 2A, or 2B.)

The reading experience is quite different for primary sources. In peer-reviewed publication, the writer assumes the audience is fellow experts, and usually provides far fewer definitions and explanations. This fact makes reading primary sources more difficult, and new readers to this literature sometimes feel intimidated or frustrated when tackling primary sources for the first time. First, please understand that it takes every practicing scientist years to become an expert researcher, reader, and writer, and thus, it will take you time to be comfortable with the primary literature, too. On the other hand, this is the place where science is actually happening, and so it is very exciting to read.

A strategy can be useful as you read primary research sources. First, a "quick" read through of the article will orient you to the main ideas and prepare your brain for in-depth reading.  Second is the in-depth reading, which includes both understanding content and assessing relevance to your needs. The following five steps can help as you conduct a thorough reading of a research study or article:

Step 1.  Find the Topic + Significance

a. Announces the area of scientific research (topic)

b. States why research area is important (significance) often in terms of practical, clinical, scientific, or global relevance

c. LOCATION – first paragraph of Introduction

Step 2. Find the Research Question

a. States the actual question motivating the research

b. May be written as a question or statement

c. May include hypotheses (especially in quantitative research reports)

d. LOCATION – towards end of introduction, usually last paragraph; look for words such as "This study investigates" or "We investigated"

Step 3. Understand the Method

a. Explains the equipment, materials, and procedures used to investigate the Research Question -- you should be able to identify who/what was being experimented upon, materials or equipment needed, and exactly how investigation was performed (like a recipe)  -- often, an explanation of assessment methods is included as well (e.g., statistical test performed)

b. May have other words used in subheading along with or instead of the word “method”

c. LOCATION: after Introduction, in own section using the word “Method”

Step 4. Understand the Results

a. Presents results that best answer the research question, usually according to statistical significance, from strongest to weakest; also includes figures (graphs, pictures, etc.) -- may be organized similarly to steps in the method

b. LOCATION: in its own section, between Methods and Discussion, labeled using the word “Results”

Step 5. Understand the Conclusion/Discussion

a. Restates research question and central result in first paragraph

b. Discusses (compares and contrasts) results of this research with the results, models, or theories of other research

c. Points out any limitations or problems with research

d. Suggests what research should come next (implications for future research) or what should be done with the current research (applications of research)

e. LOCATION:  in its own section at end of paper, usually called “Discussion” (or "Conclusion", "Implication") as it includes both summary information and interpretation