October 2012
Intermediate to advanced
304 pages
6h 16m
English
Once when I was trying to help two young science students improve their reading skills, I looked at what they had underlined in a twenty-page chapter from their chemistry textbook. One student had underlined every other sentence on every page. The other student had underlined only three sentences in the whole chapter. Both of those approaches reflect poor reading skills; it is impossible that so much of the chapter—or so little—was important enough to be underlined.
These two students were not unique. In 2003, a large study tested the reading skills of thousands of American adults; it found that only 31 percent of U.S. college graduates could be considered “proficient” readers.1
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