Developmental reading 1

HOW TO READ
• ONE WHO CLAIMS TO KNOW HOW TO READ CAN VERY WELL ANSWER
THESE QUESTIONS IN THE AFFIRMATIVE:
1. DO YOU ASSOCIATE THE PROPER SOUND TO THE WRITTEN SYMBOLS? IN OTHER
WORDS, DO YOU HAVE A MASTERY PHONEME-GRAPHEME CORRESPONDENCE IN
THE LANGUAGE
2. DO YOU RECOGNIZE THE RELATIONSHIP OF WORDS, SENSTENCES, PARAGRAPHS IN
THE SELECTION?
3. DO YOU GET THE GENERAL MESSAGE OF THE SELECTION?
4. DO YOU HAVE A CLEAR PURPOSE IN MID WHEN YOU STARTED TO READ THE
SELECTION?
5. DO YOU HAVE SOME PRIOR KNOWLEDGE TO ENSURE THE NECESSARY LINKAGE OF
PREVIOUS KNOWLEDGE WITH THE NEW IDEAS YOU MEET IN THE SELECTION?
6. CAN YOU REACT CRITICALLY TO WHAT YOU READ?
7. DO YOU MAKE FULL USE OF AIDS AVAILABLE TO HELP YOU GRASP EFFECTOVELY
THE FLOW OF IDEAS IN A PRINTED SEKECTION?

PRINTED SELECTION
– CONTEXT CLUES – THE CO-OCCURING WORDS
WITH AN UNFAMILIAR WORD WHICH MAY SHED
LIGHT ON THE MEANING OF SUCH WORD.
– ILLUSTRATIONS – PICTURES, GRAPHS, DIAGRAMS.
– PRESENTATION CLUES – ITALICS, BOLDFACE,
FOOTNOTES, INDENTATION, MARGINAL NOTES

SEVERAL GUIDELINES ARE GIVEN TO STUDENTS FOR EFFECTIVE READING.
DETERMINE WHICH SET OF GUIDELINES WILL BEST FIT YOU.
A. ONE SET OF GUIDELINES INCLUDE THE FOLLOWING:
1. BE CLEAR ABOUT YOUR PURPOSE IN READING A MATERIAL. KNOW WHAT
YOU WANT TO FIND OUT.
2. VARY YOUR TECHNIQUE BASED ON YOUR PURPOSE AND THE TYPE OF
MATERIAL. DECIDE IF YOU NEED CAREFUL SLOW READING OR JUST
SKIMMING.
3. BE FAMILIAR WITH THE FORMAT AND STRUCTURE OR ORGANIZATION OF
MATERIAL. (E.G THE SETTINGS, EPISODE IN THE DEVELOPMENT, ENDING)
4. TRY TO KNOW THE AUTHORITIES IN VARIOUS TYPES OF WRITINGS. A LITTLE
BACKROUND TOO, ON THE AUTHOR’S LIFE PROVES TO BE USEFUL IN
UNDERSTANDING A SELECTION

B. A MORE ELABORATE SET OF GUIDELINES FOLLOWS:
1. A WIDE VOCABULARY WILL BE VERY HELPFUL
2. THE ABILITY TO CONCENTRATE PLAYS AN IMPORTANT REOLE IN READING.
3. A GOOD READER IS USUALLY GUIDED BE A DEFINITE PURPOSE WHEN HE READS A CERTAIN
MATERIAL.
4. IT IS ADVISABLE TO BE FLEXIBLE IN ONE’S SPEED. ONE’S READING SPEED SHOULD BE
DICTATED BY ONE’S PURPOSE IN READING AND BY THE KIND OF MATERIAL READ.
5. THE FOLLOWING HABITS ARE GENERALLY AVOIDED WHEN READING
A. VOCALIZING – THIS IS THE ACT OF SOUNDING OUT EACH WORD AS IF YOU WERE REASING
ALOUD: IT SLOWS DOWN YOUR READING.
B. WORD BY WORD READING – THIS IS DONE WHEN YOU LOOK AT ONE WORD AT A TIME TO BE
SURE YOU UNDERSTAND IT.

C. WORD BLOCKING – THIS IS DONE WHEN YOU STOP TO WORRY ABOUT
AN UNFAMILIAR WORD. THE ACT BREAKS THE RHYTHM OF YOUR
READING.
D. NUMBER ATTRACTION – SOME READERS COME TO A COMPLETE STOP
EVERY TIME THEY REACH A NUMBER OR NUMERICAL DATA.
E. WORD ANALYSIS – STOPPING TO ANALYZE A STRANGE WORD AS TO
ITS ORIGIN, STRUCTURE, ETC.. WILL SLOW DOWN YOUR READING.
F. MONOTONOUS PLODDING – THIS REFERS TO THE ACT OF KEEPING THE
SAME PACE OF READING FOR ALL KINDS OF MATERIALS – FROM LIGHT
FICTION TO HEAVY MATERIALS. LEARN TO VARY YOUR RATE OF
READING. JUST SKIM OR SCAN CERTAIN MATERIALS.

6. WHEN CONFRONTED WITH LONGER PASSAGES, PRE-READING CAN ASSIST YOU TO
GRASP THE ESSENTIAL POINTS OF PASSAGE. PRE-READING IS QUICK APPRAISAL
WHICH PROVIDE YOU A SYSTEMATIC APPROACH IN ORDER TO GAIN THE MOST
FROM YOUR READING IN THE SHORTEST AMOUNT OF TIME.
THE REASON WHY YOU SHOULD PRE-READ ARE:
A. PRE-READING CAN HELP YOU EVALUATE A PASSAGE TO SEE IF IT IS
WORTHWHILE READING IN DETAIL.
B. PRE-READING WILL HELP YOU GAIN AN UNDERSTANDING OF THE MAIN
STRUCTURE OF THE CONTENT OF THE PASSANGES AS A WHOLE.
THESE ARE SUGGESTED ON HOW YOU MAY PRE-READ
1. MAKE A PRELIMINARY SURVERY, NOTING THE TITLE, AUTHOR, SOURCE,
ILLUSTRATION, CHARTS OR DIAGRAMS (IF THERE ARE ANY). THESE WILL GIVE YOU
AN INDICATION OF WHAT THE BOOK, CHAPTER, OR ARTICLE IS ALL ABOUT.

2. PREVIEW THE PASSAGE BY DOING THE FOLLOWING:
A. READ THE INTRODUCTORY PARAGRAPH.
B. READ THE TOPIC SENTENCE OF EACH OF THE OTHER
PARAGRAPHS.
C. READ THE LAST PARAGRAPH WHICH IS USUALLY A
SUMMARY OF THE PASSAGE.
7. IN ASSIGNED READINGS IN THE VARIOUS SUBJECT AREAS,
STUDENTS GENERALLY FIND IT HELPFUL TO APPLY THE SQ3R
STUDY TECHNIQUE

SQ3R
SURVEY – FIRST, GET AN OVERAIL SENSE OF YOUR LEARNING TASK
BEFORE PROCEEDING TO DETAILS.
QUESTION – CHECK SECTION HEADINGS AND CHANGE THESE TO
QUESTIONS TO SET YOUR PURPOSES FOR READING.
READ – READ TO ANSWER THE QUESTIONS THAT YOU HAVE
FORMULATED FOR YOURSELF.
RECITE – WITHOUT REFERRING TO YOUR BOOK, TRY TO ANSWER THE
QUESTIONS THAT YOU FORMULATE FOR YOURSELF.
REVIEW – GO OVER THE MATERIAL AND CHECK HOW WELL YOU
REMEMBER MAJOR IDEAS THAT YOU ARE SUPPOSED TO
REMEMBER.

8. PHYSICAL SURROUNDINGS SHOULD BE CONDUCIVE TO GOOD READING. A
WELL-VENTILATED ROOM WITH AN ADEQUEATE SUPPLY OF LIGHT HELPS
SET THE INDIVIDUAL IN THE RIGHT MOOD. A PLACE FREE FROM
DISTRACTIONS IS IDEAL. BETTER RESULTS ARE EXPECTED WHEN THE
READER IS FREE FROM PHYSICAL AND PSYCHOLOGICAL IMPEDIMENTS.
C. IN READING SCIENTIFIC MATERIALS, WERIYACHITRA’S SUGGESTIONS
(ENGLISH, TEACHING FORUM, JULY 1982) INCLUDE SOME TECHNIQUES,
WHICH MAY NOT NECESSARILY BE LEARNED IN THIS ORDER:
1. SKIMMING
WITH THE PRESENCE OF MANY MATERIALS TO READ IN ONE AREA,
THE STUDENT MUST BE SELECTIVE. SKIMMING TECHNIQUES HELP HIM TO
SELECT THOSE WORTH READING.

SKIMMING TECHNIQUE
A. PREVIEW – THE STUDENT FINDS OUT WHETHER THE BOOK
OR ARTICLE IS WRITTEN BY A SPECIALIST IN A CERTAIN FIELD
AND WHETHER IT CONTAINS THE INFORMATION NEEDED.
B. OVERVIEWING – THE STUDENT DISCOVERS THE PURPOSE
AND SCOPE OF THE MATERIAL. HE FINDS SECTIONS THAT ARE
OF SPECIAL INTEREST TO HIM.
C. SURVEY – THE STUDENT GETS THE GENERAL IDEA OF
WHAT THE MATERIAL CONTAINS.

SCANNING – HELPS THE STUDENT SEARCH QUICKLY FOR THE SPECIFIC
INFORMATION HE WISHES TO GET FROM THE MATERIAL, SUCH AS FINDING
THE MEANING OF A WORD IN A DICTIONARY; FINDING THE HEADING UNDER
WHICH REQUIRED INFORMATION APPEARS IN AN INDEX; FINDING
STATISTICAL INFORMATION IN TABLES, CHARTS, OR GRAPHS, AND FINDING
THE ANSWERS TO CERTAIN QUESTIONS FROM A TEXT.
PROCEDURE FOR SCANNING
A. KEEP IN MIND ONLY THE SPECIFIC INFORMATION TO BE LOCATED
B. DECIDE WHICH CLUES WILL HELP TO FIND THE REQUIRED INFORMATION
C. MOVE YOUR EYES AS QUICKLY AS POSSIBLE DOWN THE PAGE TO FIND THE
CLUE.
D. READ THE SECTION CONTAINING THE CLUES TO GET THE INFORMATION
NEEDED.

SCANNING
IN SCANNING, THE STUDENT IS TRAINED TO
THINK OF CLUES TO HELP HIM FIND THE
SPECIFIC INFORMATION. THESE CLUES MAY BE
A WORD OR WORDS, PUNCTUATION,
ALPHABETICAL ORDER, NUMBERS, ETC. THE
STUDENTS ARE ALSO TRAINED TO MOVE
THEIR EYES RAPIDLY, LOOKING ONLY FOR THE
CLUES IN ORDER TO OBTAIN THE
INFORMATION QUICKLY.

3. COMPREHENSIVE READING – SCIENTIFIC TEXTS CONTAIN A GREAT DEAL
OF INFORMATION, MOST OF WHICH CONSISTS OF FACTS. THE STUDENT
MUST READ CAREFULLY AND SLOWLY IN ORDER TO EXTRACT
INFORMATION AND UNDERSTAND THE MATERIAL.
TO READ SCIENTIFIC MATERIAL COMPREHENSIVELY, THE STUDENT MUST
LEARN AND PRACTICE THE FOLLOWING:
A. VOCABULARY RECOGNITION – WORD ANALYSIS, USE OF THE
DICTIONARY, AND USE OF CONTEXT CLUES ARE USUALLY DONE BY THE
STUDENT.
B. SENTENCE COMPREHENSION – FOUR TECHNIQUES ARE HELPFUL
TO UNDERSTAND A SENTENCE.

SENTENCE COMPREHENSION
1. SENTENCE ANALYSIS – A KNOWLEDGE OF THE SENTENCE PATTERN IS
HELPFUL SO THAT THE STUDENT MAY BE ABLE TO BREAK THE SENTENCE
INTO ITS PARTS. THE ANALYSIS WILL HELP THE STUDENT RECOGNIZE THE
MAIN VERB, THE SUBJECT HEAD, ETC.
2. RECOGNIZING PUNCTUATION CLUES – PUNCTUATION HELPS TO CONVEY
THE WRITER’S IDEAS. THE STUDENT MUST RECOGNIZE THE MEANING AND
USE OF PUNCTUATION MARKS.
3. RECOGNIZING REFERENCE TERMS – A REFERENCE TERM IS A WORD USED TO
REPLACE ANOTHER WORD SO THAT THE WRITER DOES NOT HAVE TO REPEAT
THE SAME WORD AGAIN AND AGAIN.
4. RECOGNIZING SIGNAL WORDS – A SIGNAL WORD OR PHRASE THAT
FUNCTIONS AS A CONNECTOR IN A SENTENCE, BETWEEN SENTENCES, OR
BETWEEN PARAGRAPHS.

COMMON SIGNAL WORDS ARE:
ADDITION : AND, AS WELL AS, BESIDES
CAUSE-EFFECT RELATIONSHIPS: HENCE, DUE TO, AS A RESULT
CONDITION: IF, WHEN, UNLESS
CONTRAST : BUT, THOUGH, DESPITE
COMPARISON : LIKE, UNLIKE, IN THE SAME WAY
DOUBT OR HYPOTHESIS : POSSIBLY, PROBABLY
EMPHASIS : ABOVE ALL, REALLY, IN EFFECT
SEQUENCE OR ORDER OF EVENTS : FIRST, LATER, EVENTUALLY, ETC.
EXAMPLES AND RESTATEMENTS : FOR EXAMPLE, THAT IS, NAMELY
C. PARAGRAPH ANALYSIS
THE STUDENT LEARNS TO:
1. FIND THE TOPIC
2. FIND THE MAIN IDEA
3. FIND MAJOR SUPPORTING DETAILS
4. FIND MINOR SUPPORTING DETAILS

D. INTERPRETING ILLUSTRATIONS – PICTURES, TABLES, MAPS, ETC.
MUST BE INTERPRETED PROPERLY.
4. CRITICAL READING – TO BE ABLE TO READ CRITICALLY THE STUDENT
MUST LEARN TO:
A. EXAMINE THE REALIBILITY OF THE MATERIAL.
B. DISTINGUISH FACTS FROM OPINIONS.
C. DRAW INFERENCES FROM THE MATERIAL
5. NOTE-TAKING – TO GAIN MORE FROM HIS READING, THE STUDENT
SHOULD TAKE NOTES AS HE READS. THIS WILL HELP HIM
UNDERSTAND BETTER AS WELL AS TO RETAIN WHAT HE HAS
READ.

NOTE-TAKING INVOLVES:
A. RECORDING KEY POINTS
B. REDUCING LANGUAGE
THIS CAN BE DONE BY: DELETING CERTAIN WORDS, E.G ARTICLES, VERBS
TO BE AND TO HAVE, UNIMPORTANT ADJECTIVES AND ADVERBS,
ETC.
USING SYMBOLS AND NUMBERS INSTEAD OF WORDS
USING ABBREVIATIONS, BOTH STANDARD AND PERSONAL
USING ACRONYMS
USING TABLES, CHARTS AND DIAGRAMS
C. ORGANIZING NOTES IN A FORMAT THAT IS EASY TO UNDERSTAND.
AS THERE IS NO STANDARD FORMAT FOR NOTES, THE STUDENT ARE
ENCOURAGED TO TAKE NOTES EITHER IN THE FORMS OF CHARTS,
TAB;ES, OR DIAGRAMS, OR BY WRITING DOWN WORDS, PHRASES,
OR SENTENCES APPROPRIATE TO THEIR NEEDS.

Developmental reading 1

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Developmental reading 1