| Probably the most universally applicable skill an | | | | reading habit will have been acquired. |
| adult student can acquire is the habit of reading. | | | | The amount of time can vary, but it is |
| This skill provides the basis of most if not all of | | | | recommended that a student start by reading |
| the other academic skills that a student can | | | | between half an hour and an hour. Less than half |
| acquire, including the ability to design and calculate. | | | | an hour is too short a time for the subconscious |
| Reading provides the framework for | | | | to get fully involved in the process. More than an |
| comprehending the past, understanding the | | | | hour is a burden which will cause the student to |
| present, and planning for the future. | | | | fight the process, thus impeding the acquisition of |
| The Importance of Reading | | | | the habit. |
| The importance of reading has been stated again | | | | While acquiring the reading habit, the material |
| and again. Og Mandino said that of all the skills one | | | | should be carefully selected. First, it is not |
| can learn in school, reading is the one skill that | | | | suggested that magazines be used. The articles in |
| allows learning after the course is over. Charles | | | | magazines are too short, so multiple articles would |
| Jones says that people will be exactly the same in | | | | need to be read. This means that concentration is |
| five years as they are now except for the | | | | fragmented, again impeding the acquisition of the |
| people they meet and the books they read. The | | | | habit. Second, the books should not be too |
| best university, as they say, is a well-stocked | | | | difficult. When trying to acquire the reading habit, |
| bookcase of books to read after the degree has | | | | the effort should be on the act of reading not the |
| been earned. | | | | understanding of the material. Third, while fiction |
| Why is reading so important? First, it is one of the | | | | can certainly be used, the books should have |
| few ways that a student can learn on their own. | | | | some mental value. The mind should be engaged |
| There is no need of a classroom, an instructor, or | | | | in the process, not just skimming the material. |
| lab equipment, just the book. And the book can | | | | Fourth, the books should be relatively short. |
| be acquired in many ways, including the modern | | | | Completing a book provides a sense of |
| version of the paperback, the ebook. Second, | | | | accomplishment, which provides a positive |
| reading allows a student to hear the words of | | | | feedback to the person establishing the habit. And |
| people they will not or can not meet. By reading a | | | | fifth, there should be a reward for finishing a |
| book, a student can hear the voice of | | | | book. Some examples are a simple treat, or |
| Shakespeare, of Socrates, and of Napoleon | | | | visiting a particular store, or doing some hobby. |
| Bonaparte. Third, a book can be read many times. | | | | When just starting, a student might even consider |
| Good books provide new nuances, new | | | | rewarding themselves every time they complete |
| interpretations every time they are read, for the | | | | the reading time, and then later increasing the |
| student comes to the book with more experience | | | | requirements for the reward. |
| and understanding each time. Finally, reading can | | | | Maintaining the habit |
| be done on the schedule of the student, not of | | | | Once a person starts reading on a regular basis, |
| the class. A book can be read for fifteen or thirty | | | | then he can branch out into other reading |
| minutes, put down for an hour, and be returned | | | | materials. She might starting reading magazines, |
| to. | | | | particularly magazines in her field of work. He |
| How to Acquire the Habit of Reading | | | | might, if desired, start reading lighter material; one |
| Acquiring the habit of reading is similar to acquiring | | | | student started reading westerns to maintain the |
| any habit, through repetition. The student who | | | | habit. |
| does not now read needs to schedule some time | | | | Make sure there is always something new to read |
| for reading. Ideally, that time should be every day | | | | around. This doesn't mean that books should not |
| at the same time, like going to sleep. By | | | | be reread; in fact, many books provide more |
| consciously performing this action every day, or | | | | value the second time read. However, the student |
| when based upon the schedule, the student will | | | | should always have something new available. Who |
| subconsciously begin to expect the reading time. | | | | knows, it might even become a pleasure rather |
| After three to four weeks, the need to | | | | than a chore. |
| consciously choose to read will decrease, and the | | | | |