ATTENTION :“In exams, reading everything is rarely the right strategy.”: Question first, text second, Identify the reading goal (scan / skim / slow read)., Train selective attention: read only what serves the task., One question at a time, not one text at a time., MEMORY :“If a word doesn’t stop the task, it doesn’t matter.”: Train tolerance of unknown vocabulary., Guess meaning from context, then move on., Chunk text into meaning units (sentences → ideas)., Prioritise global understanding before detail., INHIBITION:“The right answer is often the least obvious one.”: Eliminate before choosing., Teach students to identify distractors deliberately., Highlight differences, not similarities., Slow down after finding a possible answer., METACOGNITION:“Good readers are good decision-makers.”: Explicitly teach when to skim / scan / read slowly., Time budgeting per task., Do I understand the paragraph?, Is this worth more time?, MOTIVATION:“You don’t read to finish the text. You read to solve the task.”: Reframe reading as problem-solving, not translation., Turn tasks into micro-challenges., Track progress (questions answered, not pages read)., Celebrate strategy use, not speed alone., EMOTION:“Difficulty is a signal, not a danger.”: Normalise difficulty: this text is supposed to be hard., Teach reset techniques (pause, breathe, refocus)., One question ≠ whole exam., Move on, then come back.,

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