Types of reading.ppt

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Types of reading.ppt

  1. 1.  Several types of reading may occur in a languageclassroom: OralSilentIntensivea. linguisticb. contentExtensivea. skimming b. scanning
  2. 2.  Intensive reading "calls attention togrammatical forms, discourse markers, andother surface structure details for thepurpose of understanding literalmeaning, implications, rhetoricalrelationships, and the like." He draws ananalogy to intensive reading as a "zoom lens"strategy .
  3. 3.  Reader is intensely involved in looking inside the text Focus on linguistic or semantic details of a reading Focus on surface structure details such as grammarand discourse markers Identify key vocabulary Draw pictures to aid them (such as in problemsolving) Read carefully Aim is to build more language knowledge rather thansimply practice the skill of readingIntensive ReadingCharacteristics
  4. 4.  Identify main ideas and details Making inferences Looking at the order of information and howit effects the message Identifying words that connect one idea toanother Identifying words that indicate change fromone section to another .Intensive ReadingActivities
  5. 5.  When it is used when the objective of reading is to achieve full understanding of: - logical argument- rhetorical pattern of text- emotional, symbolic or social attitudes and purposes of the author- linguistic means to an end for study of content material that are difficult Role of the teacher The teacher chooses suitable text. The teacher chooses tasks and activities to develop skills. The teacher gives direction before, during and after reading. The teacher prepares students to work on their own. Often the most difficult part is for the teacher to "get out ofthe way" . The teacher encourages students through prompts, without giving answers. Advantages It provides a base to study structure, vocabulary and idioms. It provides a base for students to develop a greater control of language It provides for a check on the degree of comprehension for individual students Disadvantages There is little actual practice of reading because of the small amount of text. In a class with multi-reading abilities, students may not be able to read at their own level because everyone inthe class is reading the same material. The text may or may not interest the reader because it was chosen by the teacher. There is little chance to learn language patterns due to the small amount of text. Because exercises and assessment usually follow intensive reading, students may come to associate readingwith testing and not pleasure.
  6. 6. Extensive reading is carried out "to achieve ageneral understanding of a text." extensive reading as "occurring whenstudents read large amounts of high interestmaterial, usually out of class, concentratingon meaning, "reading for gist" and skippingunknown words." The aims of extensive reading are to buildreader confidence and enjoyment.
  7. 7.  The purposes of reading are usually related topleasure, information and general understanding. Reading is its own reward. Reading materials are well within the linguisticcompetence of the students in terms of vocabularyand grammar. Reading is individual and silent. Reading speed is usually faster than slower. Teachers orient students to the goals of the program. The teacher is a role model of a reader for thestudents.
  8. 8.  Interview each other about their reading. Reading may be combined with a writing component. Forexample, after reading the newspaper, students may beasked to write a newspaper report. Class time reading Students may set their own goals for their next session. A reading log (recording number of pages read and at whatlevel) A reflection on what they noticed about their own reading A book report or summary A retelling of part of the text Book project
  9. 9.  A quick reading, focusing on locating specificinformation. Scanning involves quick eye movements, notnecessarily linear in fashion, in which the eyeswander until the reader finds the piece ofinformation needed. Scanning is used when a specific piece ofinformation is required, such as aname, date, symbol, formula, or phrase, isrequired.
  10. 10.  Scanning is used often withtechnical, scientific or professional materialsto locate specific information. Scanning is a valuable skill for secondlanguage learners to develop because oftenthey do not require a detailed read of a text.
  11. 11. - Make predictions and guesses- Use titles and tables of contents to get an idea ofwhat a passage is about- activate prior knowledge- anticipate what they want to learn about thetopic- Use titles, pictures, and prior knowledge toanticipate the contents of the text- Use key words, that may have been given tothem by the teacher, that do not appear in thetext, that allude to the main idea
  12. 12. Skimming is a quick reading to get:To know the general meaning of apassageTo know how the passage is organized, thatis, the structure of the textTo get the author´s purpose
  13. 13.  Skimming is used to build student confidenceand an understanding that it is possible togain meaning without reading every word in atext. Skimming is used as part of the SQ3Rmethod of reading, often for speed reading.This method involves the student insurveying, questioning, reading, reviewingand reciting. Skimming is used to review a topic.
  14. 14.  Locate facts and opinions Sets a time limit to the reading activity

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