More Active Reading: How to Read a Textbook Chapter

A week or so back, I wrote here about exercises in “active reading.” There, I included links to a number of blank worksheets that students could use to help them read actively (Bull’s Eye organizer; Fish-bone organizer; K-W-L sheet; and more).

As an exemplar to the class, I “actively read” a scholarly essay: I wrote a short phrase next to every paragraph in the essay, and also filled in each of the worksheets. I then called attention to this in class and posted it to their Blackboard.

The next weekend, while supervising a local chess tournament, I came upon a kind of “active reading” poster in the middle-school library (Flickr):

THIEVES, an acronym for Title, Heading, Everything I want to know, Visuals, End-of-section material, So what?

This pretty much exactly corresponds to what I tell students about how to read the chapters from their textbook:

  • Read the chapter’s introductory paragraph. List the keywords in the margin of that paragraph.
  • Read the major headings (“Jeremiah and the Deuteronomists”; turn them into questions (“What do the Deuteronomists have to do with Jeremiah?”).
  • Look at the graphics: photographs, tables, timelines, maps. What do they make you think of? What questions do they make you ask? Write these in the margins of the chapter’s first page.
  • Ask yourself: What sorts of things do you already know about the topics coming up in this exercise?
  • Read the concluding paragraph and any study questions or glossaries at the end of the chapter. Plan to search out the answers to these as you read the chapter.
  • Read one (1) major section in the chapter. For each paragraph, jot the main points into the margin, in your own words. At the end of the section, describe aloud what that section communicated to you. Repeat this for each section. This should take several sittings, probably one sitting for each major section.
  • Bring this chapter into conversation with your life. What difference does this information make? How does it challenge things you already knew or believed? How does it help answer or solve questions you have had in the past? What does it make you want to try to discover next?

This may seem time-consuming, but in practice it is an incredible time saver: with interactive reading, you can read the chapter once instead of several times, because you retain the content at a much higher rate than through passive reading. Also, by breaking the reading up over several sittings, the subject matter can “percolate” for you, making unexpected connections to your other studies or activities.

Students, do you already do any of these kinds of things when reading? Profs, do you offer any kind of guidance or instruction in active reading?

[More Active Reading: How to Read a Textbook Chapter was written by G. Brooke Lester for and was originally posted on 2011/03/18. Except as noted, it is © 2011 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]


2 Responses

  1. I am currently teaching my first class, a Survey of the New Testament at a local community college, and I have not yet done any sort of instruction in active reading, but I would like to! May I use some of your ideas and your material here with my class?

    • Hi, thanks for stopping in here. Yes, of course you may. In my original post (see link in my first ‘graph of this post), I linked to a number of active reading helps at’s Teaching Today; lots of good stuff there, it’s worth heading over and scouting around.

      If you use my bullet-list more or less exactly as is, I’d certainly appreciate a link back to this post.

      Welcome to blogging, by the way! If you go through my sidebar, you will find a lot of good biblical studies blogs and other teaching blogs. I think it’s pretty well up-to-date, with dead links expunged.


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