Before reading, I think about what I already know and want to learn about the topic.

Never
Rarely
Sometimes
Usually
Always

Before reading, I know what I am looking for and what I should be taking notes on.

Never
Rarely
Sometimes
Usually
Always

I use organizational clues and the author's style (titles, introductory statements and paragraphs, bold print, italicized words, and summary statements) to help me understand the assignment.

Never
Rarely
Sometimes
Usually
Always

I use a variety of organizational strategies to help me understand and remember information.

Never
Rarely
Sometimes
Usually
Always

When I don't understand, I know what to do to help me learn.

Never
Rarely
Sometimes
Usually
Always

I have the opportunity to discuss, in pairs and groups, what I am learning.

Never
Rarely
Sometimes
Usually
Always

I write about what and how I am learning in journals and/or learning logs.

Never
Rarely
Sometimes
Usually
Always

I plan before doing any formal writing by putting information into an organizational format.

Never
Rarely
Sometimes
Usually
Always

To learn new vocabulary, I do more than just copying the words and memorizing the definitions.

Never
Rarely
Sometimes
Usually
Always

I learn a variety of learning strategies by watching my teachers demonstrate them.

Never
Rarely
Sometimes
Usually
Always

When assignments and tests are returned, I think about how I studied and how I could improve.

Never
Rarely
Sometimes
Usually
Always

When given a reading assignment, I know how to read, learn, and remember the important information without my teacher's help.

Never
Rarely
Sometimes
Usually
Always