Once you have organized yourself (link), your materials (link), and found your optimal study environment (link), the next step is to actually study. In a post-secondary institution, independently reading the assigned content is the first step to preparing yourself for in-class learning and studying for exams.

We highly recommend reading the chapter or assigned reading before attending the lecture that will cover the same topic. Proper scheduling using your syllabus is an important step to make sure that you are able to do this. When you read the material prior to the lecture, it allows you the gain exposure to the information more than once. This is especially important because you must be exposed to information multiple times before it transfers to from your short-term to your long-term memory. If you read the chapter before your lecture, you will have at least three exposures to the material: before the lecture, during the lecture, and during your study time after the lecture. It also allows you the opportunity to solidify new concepts prior to the lecture and develop specific questions to ask during the lecture. Accessing the information prior to the lecture also allows you to process the information with respect to your disability. An example of this would be if you have a reading disability, you are able to listen to an audio recording of the chapter.

When reading advanced level texts, it can be more difficult to read the content, understand the vocabulary, and comprehend the meaning. In order to encourage comprehension, is important to preview the text prior to beginning to read it. When previewing the text, you should read the title and the author’s name and think about the source. Next, skim the Table of Contents to see how the chapter relates to other chapters within the book. Begin by reading the abstract, introduction, and summary or conclusion. Then, read the headings and subheadings while looking at the graphic aids and photographs which will help you to determine the majority of information that will be covered in the chapter. Prior to begin reading, decide which portion is the most important or will be covered by the next lecture and prioritize that part of the chapter.

Below is a list of helpful questions to guide you during the previewing process:

Why are you reading this text (i.e. class discussion, background information, exam, or a paper)?
How long is this reading?
What do graphic aids/photographs tell you?
Are there any new terms or concepts?
What do I already know about this subject?
What you need to know about the text?
Turn headings and subheadings into questions and try to find the answers when reading.

Then, decide how much you are going to read, read that portion, and take a quick mental break. Before moving on to the next section, it is essential that you are able to answer the questions that you generated prior to reading. If you are unable to answer the questions, then you should reread the section until you have a thorough understanding. If a particular topic proves difficult for you, it is also appropriate to ask your previewing questions during the lecture.

Taking notes while reading can increase comprehension and improve your retention of information. Next week, we will discuss the importance of note taking and methods for taking effective notes.

Last week we shared information about accommodations students with disabilities might need in a postsecondary setting. While a Section 504 Plan is designed to help you better access the curriculum, you may still find that additional services are required to meet your needs. Many career centers, colleges, and universities offer a variety of supports that all students can access.

Disability Services. In order to obtain accommodations, you will need to contact the office that supports students with disabilities. They will be able to inform you about their process for requesting accommodations. They may also have additional services available to you such as on-going meetings with their staff, workshops, or access to assistive technology. They will also be able to make recommendations about where to find additional services you may need.

Counseling Center. All students have access to the counseling center, but if you have a disability that affects your mental health, the counseling center can be an invaluable resource. Most counseling centers have a variety of counselors who specialize in different areas of mental health.

Medical Center/Clinic. If you have a disability that affects your health or you need to take medication to address symptoms of a diagnosis, clinics are staffed by doctors and nurses. In the event that they are unable to meet your needs, they will be able to make an appropriate referral to another professional in the area.

Writing Center. Writing centers are widely offered in many educational settings. Staff members will be able to help you at all stages of your writing, depending on your needs. They can help at the planning, writing, and editing stages.

Academic Departments. If you are having difficulties in a certain subject area, you should consider speaking with the administrative assistant of that department. Often times, they may have formalized tutoring hours that you can attend. If not, they may know of other students who volunteer as tutors.

Communicating with Professors. While professors are not responsible for providing remediation instruction, they are required to have office hours and are able to answer questions and provide guidance. If you did not do well on an exam or assignment, make time to meet with your professor and ask them about how you can do better in the future. If you have an upcoming test, you can ask questions about topics you still are unclear about. Or if you have an assignment coming due, they can ensure that you are on the right track. In all cases, when you meet with your professor, you should come prepared. This means that you should already be doing the work, whether that’s having begun studying or started upcoming assignments, so that you have specific questions.

While accommodations and other services provided by postsecondary services are necessary and helpful, sometimes adult students need additional services to help them be successful in school and other areas of life. For the next blog, we will focus on private services students with disabilities may wish to seek outside of their educational organization.