8. What are Reading Strategies.pptx
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The document defines and provides examples of four reading strategies: scanning, skimming, intensive reading, and extensive reading. Scanning involves looking for specific information, skimming provides an overview before looking for details, intensive reading involves reading thoroughly to understand and remember, and extensive reading develops general skills through enjoyment. Examples are given for when each strategy would be used.
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The document discusses different reading styles - scanning, skimming, intensive reading, and extensive reading. Scanning involves rapidly looking for specific information like keywords or numbers. Skimming is reading quickly to get the main idea. Intensive reading means reading carefully to understand and remember details. Extensive reading is reading for enjoyment to develop general skills. The document provides examples and guidelines for applying each reading style and includes exercises to identify the appropriate style for different situations.
Reading Strategies to Meet One's Purpose.pptx
This document provides an overview of reading strategies to help students meet different reading purposes. It identifies four main reading strategies: scanning, skimming, intensive reading, and extensive reading. Scanning involves looking for specific information, while skimming provides a quick overview. Intensive reading analyzes a text in detail to understand deeper meanings. Extensive reading involves reading for enjoyment to develop general skills, such as retelling to recall and summarize a text. The document aims to help students identify and use appropriate reading strategies depending on their reading purpose.
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Title: Mastering the Art of Reading: Effective Strategies for Comprehension and Retention
Introduction:
Reading is a fundamental skill that serves as the gateway to knowledge, entertainment, and personal growth. However, not all reading experiences are created equal. To truly harness the power of reading, one must employ effective strategies that enhance comprehension, retention, and critical thinking. In this comprehensive guide, we will delve into various reading strategies designed to maximize your reading experience and unlock the full potential of your mind.
Chapter 1: Understanding the Reading Process
1.1 The Cognitive Process of Reading
Exploring how the brain processes written text
The role of cognition in comprehension and retention
1.2 Types of Reading
Skimming vs. scanning: When and how to employ each technique
Deep reading: Immersing oneself in the text for thorough understanding
Active vs. passive reading: Engaging with the material vs. simply absorbing it
1.3 Factors Affecting Reading
Environmental factors: The impact of noise, lighting, and comfort on reading
Psychological factors: How mood, mindset, and mental fatigue influence reading comprehension
Prior knowledge: Leveraging existing knowledge to enhance understanding
Chapter 2: Pre-Reading Strategies
2.1 Previewing the Text
Surveying the title, headings, and subheadings
Previewing illustrations, charts, and graphs
Formulating questions based on the preview
2.2 Activating Prior Knowledge
Making connections between the text and personal experiences
Recalling relevant information from previous readings or learning experiences
Generating hypotheses about the content based on prior knowledge
2.3 Setting Reading Goals
Identifying the purpose of reading (e.g., to gather information, to analyze arguments)
Establishing specific objectives for the reading session
Adjusting reading speed and depth based on goals and time constraints
Chapter 3: Active Reading Strategies
3.1 Annotation
Highlighting key passages, phrases, or ideas
Making marginal notes to summarize, question, or react to the text
Using symbols and codes to mark different types of information (e.g., important points, questions, connections)
3.2 Visualizing
Creating mental images based on the text descriptions
Drawing diagrams or mind maps to represent relationships between concepts
Imagining scenes or scenarios to aid in understanding and retention
3.3 Questioning
Formulating questions before, during, and after reading
Using questioning techniques to clarify confusing passages or concepts
Engaging in Socratic dialogue with the text to explore deeper meanings and implications
3.4 Summarizing
Paraphrasing key points or main ideas in your own words
Condensing lengthy passages into brief summaries
Writing concise abstracts or outlines to capture the essence of the text
Chapter 4: Metacognitive Strategies
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The document presents 6 reading strategies for students: 1) predicting what will happen next, 2) trying to decode new words, 3) looking at pictures on the page and thinking about what they already know, 4) summarizing important details, 5) previewing a text before reading, and 6) questioning to understand and remember content. The strategies are intended to help students become stronger readers by making reading meaningful and developing positive habits.
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The document discusses different reading styles - scanning, skimming, intensive reading, and extensive reading. Scanning involves rapidly looking for specific information like keywords or numbers. Skimming is reading quickly to get the main idea. Intensive reading means reading carefully to understand and remember details. Extensive reading is reading for enjoyment to develop general skills. The document provides examples and guidelines for applying each reading style and includes exercises to identify the appropriate style for different situations.
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This document provides an overview of reading strategies to help students meet different reading purposes. It identifies four main reading strategies: scanning, skimming, intensive reading, and extensive reading. Scanning involves looking for specific information, while skimming provides a quick overview. Intensive reading analyzes a text in detail to understand deeper meanings. Extensive reading involves reading for enjoyment to develop general skills, such as retelling to recall and summarize a text. The document aims to help students identify and use appropriate reading strategies depending on their reading purpose.
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Title: Mastering the Art of Reading: Effective Strategies for Comprehension and Retention
Introduction:
Reading is a fundamental skill that serves as the gateway to knowledge, entertainment, and personal growth. However, not all reading experiences are created equal. To truly harness the power of reading, one must employ effective strategies that enhance comprehension, retention, and critical thinking. In this comprehensive guide, we will delve into various reading strategies designed to maximize your reading experience and unlock the full potential of your mind.
Chapter 1: Understanding the Reading Process
1.1 The Cognitive Process of Reading
Exploring how the brain processes written text
The role of cognition in comprehension and retention
1.2 Types of Reading
Skimming vs. scanning: When and how to employ each technique
Deep reading: Immersing oneself in the text for thorough understanding
Active vs. passive reading: Engaging with the material vs. simply absorbing it
1.3 Factors Affecting Reading
Environmental factors: The impact of noise, lighting, and comfort on reading
Psychological factors: How mood, mindset, and mental fatigue influence reading comprehension
Prior knowledge: Leveraging existing knowledge to enhance understanding
Chapter 2: Pre-Reading Strategies
2.1 Previewing the Text
Surveying the title, headings, and subheadings
Previewing illustrations, charts, and graphs
Formulating questions based on the preview
2.2 Activating Prior Knowledge
Making connections between the text and personal experiences
Recalling relevant information from previous readings or learning experiences
Generating hypotheses about the content based on prior knowledge
2.3 Setting Reading Goals
Identifying the purpose of reading (e.g., to gather information, to analyze arguments)
Establishing specific objectives for the reading session
Adjusting reading speed and depth based on goals and time constraints
Chapter 3: Active Reading Strategies
3.1 Annotation
Highlighting key passages, phrases, or ideas
Making marginal notes to summarize, question, or react to the text
Using symbols and codes to mark different types of information (e.g., important points, questions, connections)
3.2 Visualizing
Creating mental images based on the text descriptions
Drawing diagrams or mind maps to represent relationships between concepts
Imagining scenes or scenarios to aid in understanding and retention
3.3 Questioning
Formulating questions before, during, and after reading
Using questioning techniques to clarify confusing passages or concepts
Engaging in Socratic dialogue with the text to explore deeper meanings and implications
3.4 Summarizing
Paraphrasing key points or main ideas in your own words
Condensing lengthy passages into brief summaries
Writing concise abstracts or outlines to capture the essence of the text
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Checking for understanding periodically while reading
Recognizing when comprehension breaks
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This document discusses strategies for teaching students to identify main ideas and make inferences when reading. It begins by defining main ideas, supporting details, and topics. It explains that main ideas are often stated at the beginning or end of paragraphs, and sometimes must be inferred. Guidelines for determining main ideas include summarizing, looking for repetition, and identifying when the main idea is stated or implied. The document also discusses drawing inferences using prediction, monitoring comprehension, and identifying text structures. It provides examples of reading strategies like predicting, during-reading, and after-reading techniques. Finally, it discusses approaches for teaching comprehension like directed reading lessons, roles for cooperative learning, and developing academic texts to enhance inference skills.
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This document provides strategies to use before, during, and after reading to improve comprehension. Some key strategies mentioned include using a KWL chart to activate prior knowledge before reading, having students use a facts chart to identify main ideas and supporting details during reading, and using exit slips or oral reports for students to reflect on and summarize what they learned after reading. The document emphasizes breaking passages into smaller chunks, differentiating instruction, and using graphic organizers to help students understand and engage with texts.
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This document provides strategies to use before, during, and after reading to improve student comprehension. It describes several strategies for each stage including using text structure and frontloading vocabulary before reading. During reading, teachers can have students use strategies like identifying the main idea and supporting facts or breaking up passages into chunks. After reading, strategies involve summarizing, reflecting through exit slips or literature-based thematic units, and giving oral reports. The goal is to actively engage students both cognitively and physically throughout the reading process.
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Reading is a complex process that involves word recognition, comprehension, fluency and motivation. It requires the interaction between the reader's prior knowledge, information from the text, and the reading context. Comprehension is the main goal of reading, as without understanding the meaning, reading is just recognizing words. Teachers can help students' comprehension with strategies before, during and after reading such as activating background knowledge, asking questions, summarizing and discussing ideas from the text.
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This document discusses various traditional and alternative reading techniques that can be used in teaching English as a foreign language. It begins by outlining pre-reading activities like activating background knowledge and establishing a purpose for reading. It then describes different types of reading like scanning, skimming, intensive reading, and extensive reading. The document also provides examples of different reading activities and post-reading activities that can be used to improve students' reading comprehension.
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1. The document discusses various components and strategies of reading including phonics, phonemic awareness, vocabulary, fluency, comprehension, and pre-reading, while-reading, and post-reading strategies.
2. It describes different types of reading like scanning, skimming, light reading, word-by-word study, and study reading.
3. Barriers to reading comprehension are discussed such as inability to understand words, sentences, or how information fits together cohesively as well as lack of interest.
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This document outlines reading comprehension strategies that students can use before, during, and after reading non-fiction text to increase understanding. Some strategies to use before reading include activating prior knowledge, doing a picture walk, analyzing text features, making predictions, and identifying the purpose. During reading, students can create mental pictures, make connections, mark the text, use graphic organizers, and put information into their own words. After reading, students should reflect on what they read, reread, summarize the text, ask questions to clarify misunderstandings, and present the information they learned. Employing these strategies helps students comprehend and retain information from non-fiction texts.
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This document outlines strategies to use before, during, and after reading to improve comprehension. Before reading, teachers should have students set a purpose, make predictions, do vocabulary work, and activate prior knowledge using tools like KWL charts and brainstorming webs. During reading, they can use chunking, quotes, writing prompts, shared reading, and jigsaw activities. After reading, assessment strategies include postcards, author interviews, songs, dioramas, and completing the "L" section of KWL charts to reflect on learning.
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Find out more about ISO training and certification services
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Comprehension involves accurately understanding written text through decoding, making connections, and deep thinking. It is important for learning across subjects. Students begin comprehending in early elementary grades by building on decoding skills. Theories emphasize using prior knowledge (schemas) to understand new information. Teachers can help comprehension through strategies like questioning, summarizing, using graphic organizers, and reciprocal teaching where students take turns leading discussions.
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Reading is a complex process that involves word recognition, comprehension, fluency and motivation. It requires the interaction between the reader's prior knowledge, information from the text, and the reading context. Comprehension is the main goal of reading, as without understanding the meaning, reading is just recognizing words. Teachers can help students' comprehension with strategies used before, during and after reading such as activating background knowledge, asking questions, summarizing and discussing ideas from the text.
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Reading is a complex process that involves word recognition, comprehension, fluency and motivation. It requires the interaction between the reader's prior knowledge, information from the text, and the reading context. Comprehension is the main goal of reading, as without understanding the meaning, reading is just recognizing words. Teachers can help students' comprehension with strategies before, during and after reading such as activating background knowledge, asking questions, summarizing and discussing ideas from the text.
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This document discusses various traditional and alternative reading techniques that can be used in teaching English as a foreign language. It begins by outlining pre-reading activities like activating background knowledge and establishing a purpose for reading. It then describes different types of reading like scanning, skimming, intensive reading, and extensive reading. The document also provides examples of different reading activities and post-reading activities that can be used to improve students' reading comprehension.
Reading skills
1. The document discusses various components and strategies of reading including phonics, phonemic awareness, vocabulary, fluency, comprehension, and pre-reading, while-reading, and post-reading strategies.
2. It describes different types of reading like scanning, skimming, light reading, word-by-word study, and study reading.
3. Barriers to reading comprehension are discussed such as inability to understand words, sentences, or how information fits together cohesively as well as lack of interest.
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This document outlines reading comprehension strategies that students can use before, during, and after reading non-fiction text to increase understanding. Some strategies to use before reading include activating prior knowledge, doing a picture walk, analyzing text features, making predictions, and identifying the purpose. During reading, students can create mental pictures, make connections, mark the text, use graphic organizers, and put information into their own words. After reading, students should reflect on what they read, reread, summarize the text, ask questions to clarify misunderstandings, and present the information they learned. Employing these strategies helps students comprehend and retain information from non-fiction texts.
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This document outlines strategies to use before, during, and after reading to improve comprehension. Before reading, teachers should have students set a purpose, make predictions, do vocabulary work, and activate prior knowledge using tools like KWL charts and brainstorming webs. During reading, they can use chunking, quotes, writing prompts, shared reading, and jigsaw activities. After reading, assessment strategies include postcards, author interviews, songs, dioramas, and completing the "L" section of KWL charts to reflect on learning.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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- 3. WHAT ARE READING STRATEGIES? • is the broad term used to describe the planned and explicit actions that help readers translate print to meaning
- 4. 1. SCANNING • Scanning involves looking only for specific information (such as keywords, numbers, names, etc.) while omitting other details. If your purpose of reading is to search for specific information that may be somewhere a text or graph, scanning is appropriate to use.
- 5. EXAMPLE: Maria looks for her friend’s number in her phonebook.
- 6. 2. SKIMMING •Skimming involves reading to get the main idea of the material before looking for certain details that back it up. If your purpose is to read quickly through a text to gain an overview of its content, you are going to use skimming strategy.
- 7. EXAMPLE : •Joselito will be having a long quiz the next day. He needs to review the lessons discussed but he doesn’t want to reread everything.
- 8. 3. INTENSIVE • Intensive reading involves learners reading in detail with specific learning aims and tasks. If you aim to read a text thoroughly to understand and remember what you’ve read and get the meaning of it, you are having the intensive reading strategy.
- 9. EXAMPLE: •Tonio picks a poem “To The Filipino Youth” by Jose Rizal for him to interpret. He translates every difficult word, thinks about the meaning of it, and relate with the poem and its author.
- 10. 4.EXTENSIVE •Extensive reading involves learners reading texts for enjoyment and developing general reading skills. If you want to develop your independence, comprehension, and general knowledge, extensive reading is needed.
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- 13. • ____24. Neither Mother nor Father _______ phoned. • A. has B. have C. do D. does • ____25. The dog or the cats ________ always howling. • A. is B. are C. has D. have