Reading for Results,
14th Edition

Laraine E. Flemming

ISBN-13: 9780357794401
Copyright 2024 | Published
832 pages | List Price: USD $111.95

Flemming's READING FOR RESULTS, 14th EDITION, offers explanations and exercises that will help you enlarge your reading vocabulary and show you exactly what to look for when you read. Above all, it will teach you how to store what you learn in your long-term memory. This edition offers more tips about how to read writing created specifically for the web and also a step-by-step explanation of how to find the focus in an academic text. An updated discussion of SQ4R, vocabulary notes to anchor new words in your memory, and a host of new readings (related to current topics such as the marketing of robot day care, the looming threat of drought, and the rise of social media Influencers) are all included in this edition.


1. Strategies for Learning From Textbooks.
2. Building Word Power.
3. Looking for Specific Topics and General Main Ideas.
4. Getting to the Point of Paragraphs.
5. Getting to the Point of Longer Readings.
6. Focusing on Supporting Details in Paragraphs.
7. Focusing on Supporting Details in Longer Readings.
8. Focusing on Inferences in Paragraphs.
9. Understanding the Role of Inferences in Longer Readings.
10. Learning from Organizational Patterns in Paragraphs.
11. Combining Patterns in Paragraphs and Longer Readings.
12. Responding to Persuasive Writing.
Putting It All Together.

  • Laraine E. Flemming

    After receiving her B.S. at Southern Connecticut State University, where she was certified as a teacher of secondary reading, Laraine Flemming went on to earn an M.A. in English literature at Boston College and a Ph.D. in American literature at the State University of New York in Buffalo. During her career, Flemming has taught students from elementary to graduate school covering subjects as varied as reading and writing, American literature, time management, speed reading, and study skills. She began writing textbooks while working as Director of the Reading and Writing Center at Dean Junior College. In need of a reading textbook that had lots of exercises combined with genuinely thought-provoking readings, Flemming decided to write her own. You can contact Laraine Flemming by emailing her at or by visiting her website at

  • Introducing a New Academic Pattern. The 14th Edition of Reading for Results describes, illustrates and explains how to approach the two-step topic sentence, where readers need to combine partial topic sentences into a main idea statement that fully expresses the author’s main idea. It is Flemming's answer to what research has shown since the 1970s: paragraphs governed by a single topic sentence or an implied main idea are not the only explanatory patterns in academic writing.

  • A Brand New Vocabulary Feature. Word Notes is a new feature that pulls a word or phrase from an exercise and expands upon the word’s definition. Each note has a bit of history, some added context, or an anecdote attached. This helps students effortlessly add a new word or phrase to their vocabulary; they will have a context that makes both word and meaning easier to store in long-term memory. Examples of new words and phrases are "acronyms", "dormant", "carpe diem", "discriminate against" versus "discriminate between", and many more.

  • New Vocabulary Tests. From the earliest editions of Reading for Results, words that might prove unfamiliar have been defined within the chapters, along with the suggestion that learning both words and definitions proves useful for students. To make that suggestion pack more of a punch, a variety of end-of-chapter tests were added to this edition that will encourage students to take that suggestion to heart.

  • SQ3R Is Now SQ4R. Reading for Results, 14th Edition, adds a new step, R for Reflect, to Francis P. Robinson’s highly praised method of mastering new materials, turning SQ3R into SQ4R. Although the notion of reflecting on new material and finding a link to one’s existing store of information was always implied in Robinson’s system, the revised version makes it an explicit step. In addition to telling students that they should reflect on what they’ve learned, this edition offers very specific examples of how to reflect by explaining how to make a link between self to text or between text to text.

  • Many Brand New, Compelling Readings. This edition includes a host of new readings, all of them designed to make students approach reading practice with some degree of enthusiasm, as opposed to mind-numbing boredom. Among the many new topics are the following: the arrival of Argentinian fire ants and Burmese pythons to the environs of the United States, the largely ignored persecution of the Romani people in both Europe and the United States, the erroneous idea that one is right-brained or left brained, the drug-sniffing ability of bees, nanny robots, social media influencers, and the intrepid indigenous women who mined for lead in the 19th century.

  • More Emphasis on Collocations. Throughout this edition, new words are not defined in isolation. Instead, they often appear with their most frequent companions; in other words, Reading for Results, 14th Edition, pays more attention to collocations like "discriminate against", "median age", and "auditory discrimination".

  • More Specific Examples of Transitional Signals. Writers use sentence openings to signal how their train of thought is going to develop. They do this by using a number of words and phrases not traditionally noted in textbooks on writing, which tend to favor the more traditional words like "moreover", "however", etc. This edition of Reading for Results makes it a point to introduce and explain other common transitional phrases that are used to start sentences. Some of the many examples discussed in the book are "at first glance", "just as important", and "put another way".

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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