[pyjarrett]

The real problem is teaching children that "reading" is merely decoding words off a page, and "listening" is merely hearing the words someone says.

The book itself is a way to open the door to learning, not the end point. Reading subject titles first, cross-referencing, and working examples and doing projects help teach and cement ideas.

There's techniques like SQ4R [1] for reading, and hugely applicable to general technical and article reading is "How to read a paper" [2]. For lecturers, there's "How to Speak" [3], and for those attending a talk there's the Cornell Notes system. [4]

[1]: https://en.wikipedia.org/wiki/SQ3R

[2]: https://web.stanford.edu/class/ee384m/Handouts/HowtoReadPape...

[3]: https://www.youtube.com/watch?v=Unzc731iCUY

[4]: https://en.wikipedia.org/wiki/Cornell_Notes

[dan-g]

To others wondering about the discrepancy between SQ4R being mentioned in the comment text and the title of the linked source being SQ3R (https://en.wikipedia.org/wiki/SQ3R), it looks like others [1] add an additional R (marked with an asterisk below), for the following:

  1. Survey
  2. Question
  3. Read
  4. Recite
  5. *Rephrase
  6. Review

[1] https://www.american.edu/provost/academic-access/sq4r.cfm

[jackphilson]

are there more accepted alternatives to this, or is this optimal?

[flir]

Your first link is interesting. Looks like an expanded "see one do one teach one".

Everything revolves around a "cementing" stage, doesn't it. Practice makes perfect.