readinggg english

2.  reading tools are required to build
knowledge
 Learning how to apply the reading tools
will help you grasp the meaning of the
printed pages, the visuals on screen and
all the other signs around you

3.  Major steps: Pre-Reading, During Reading,
and Post Reading
 Reading is a thinking (cognitive) process for it
includes reconstruction and interpretation of
meanings behind printed symbols.

5.  Many people think of reading as a skill that is
taught once and for all in the first few years of
school.
 The credit (or blame) for students’ reading
ability goes to primary grade teachers, and
upper elementary and secondary school
teachers.

6.  Reading is not just a simple process in which
readers decode (figure out how to
pronounce) each word in a text and then
automatically comprehend the meaning of
the words, as they do with their everyday
spoken language.

7.  If you could recapture your mental
processing, you would notice that you read
with reference to a particular world of
knowledge and experience related to the
text.
 The text evokes voices, memories,
knowledge, and experiences from other
times and places – some long dormant, some
more immediate.

8.  Your reading most likely is characterized by
many false starts and much backtracking.

9.  They begin to generate a mental representation,
or gist, of the text, which serves as an evolving
framework for understanding subsequent parts
of the text.As they read further, they test this
evolving meaning and monitor their
understanding, paying attention to
inconsistencies that arise as they interact with
the text. If they notice they are losing the
meaning as they read, they draw on a variety of
strategies to readjust their understandings.

10.  You may silently argue with its presentation
of “facts”, question the assertions of the
writer, and find yourself revisiting heated
debates with friends over U.S. foreign policy.
You may picture events televised during
earlier wars.

11.  Reading is not a straightforward process of
lifting the words off the page.
 It is a complex process of problem solving in
which the reader works to make sense of a
text not just from the words and sentences
on the page but also from the ideas,
memories, and knowledge evoked by those
words and sentences.

12.  Multiple rereading of more difficult texts help
broaden a reader’s fluency .
 Fluency grows as students have
opportunities, support, and encouragement
to read a wide range of text types about a
wide range of topics.

13.  A person who understands one type of text is
not necessarily proficient at reading all types.

14. Good readers are…
 Mentally engaged,
 Motivated to read and to learn,
 Socially active around reading tasks,
 Strategic in monitoring the interactive
processes that assist comprehension

15. Good readers are…
 Setting goals that shape their reading
processes,
 Monitoring their emerging understanding of
a text, and
 Coordinating a variety of comprehension
strategies to control the reading process. #

21.  Extensive reading is one of the methods of
reading that people use for relaxation and
pleasure. Adopt this method when the purpose
is to enjoy the reading experience. It places no
burden upon the reader and due to its indulgent
nature, it is seldom used if the text isn’t
enjoyable.
 This is one of the methods of reading that
occurs naturally. It’s how you’ve read as A child
and while growing up.
 This method of reading helps you understand

22.  Among the different types of reading skills,
intensive reading is used when you want to read
carefully by paying complete attention to
understand every word of the text. It is where
you would examine and decipher each
unfamiliar word or expression.
 As the term states, intensive means in-depth.
This reading method is especially used when
reading academic texts, where the goal is to
prepare for an exam or to publish A report. This
method helps retain information for much longer

23.  It is one of those kinds of reading where
you read to search for A particular piece of
information. Your eyes quickly skim over
the sentences until you find it.
 You can use this method when you don’t
need to go deep into the text and read
every word carefully. Scanning involves
rapid reading and is often used by
researchers and for writing reviews.

24.  Through this method, you try to understand the
text in short. Though one saves A lot of time
through this method, one will gain only A shallow
understanding of the text.
 Skimming is a great way to get a broad idea of
the topic being discussed. This method is
generally used to judge whether the information is
useful or not.
 A good example of this is picking up a magazine
and flipping through the pages. You take in only
the headings or the pictures to get A broad idea of

25.  Among the different types of reading strategies,
critical reading has A special place. Here, the
facts and information are tested for accuracy. You
take A look at the ideas mentioned and analyze
them until you reach A conclusion.
 You would have to apply your critical faculties
when using this method. Critical reading is often
used when reading the news on social media,
watching controversial advertisements, or reading
periodicals.

27.  Begin the school year by getting a
baseline reading of each student’s current
reading level. This will help you to A:
Understand the abilities(s) that you are
working with and how to group students
(which is another effective instructional
strategy) and B: Determine what reading
strategies and tools will work best for each
student’s individual needs.

28.  Choral reading is an exercise where the
teacher and class read a text aloud
together in unison. This allows struggling
readers to still participate in the practice of
reading without embarrassment, and it
has been shown to improve fluency and
confidence. Partner reading is a small
version of choral reading, where students
are grouped together to read a text aloud
with a partner, alternating sentences or

29.  This practice is aimed at improving students’
reading comprehension more than their actual
reading ability, but comprehension is a key
element in overall reading skill. Many educators
find that using visual tools like graphic
organizers to help students break down the text
they are reading helps make it more digestible
and easily understood. These can be completed
individually or in a group brainstorm session,
which helps readers see different perspectives
and deepen their comprehension.

30.  Think of this like a mentorship program, where older
students with demonstrable reading abilities are paired
up with younger, new readers to help them improve.
Younger readers get to see high-level reading modeled
by the older student, and the older students learn the
valuable skills of mentorship, patience and how to give
direction. What’s more, if there are older students who
are struggling with reading at their grade level, a reading
buddy program would allow them to be exposed to more
approachable reading materials with the younger
student, only helping to build their confidence and
ability.

31.  To teach academic English means
teaching general and domain-specific
vocabulary in accordance with a subject
or unit. While vocabulary is sometimes
thought of as separate from reading
instruction, it is actually an integral part in
improving reading abilities. This has been
a proven tactic especially for English
language learners, but these practices
help readers of all levels and