1. READING FOR SPECIFIC
PURPOSES
Reading for Information
Reading for Appreciation and Enjoyment
Reading for Critical Understanding
Reading for Study
CHAPTER THREE

2. READING FOR INFORMATION
LEARNING OUTCOMES:
Enhance scanning skills
Increase reading achievements
Synthesize author’s ideas

3. Reading for Information
is a life-long skills.
We read non-fiction
texts, newspapers, trade
books, research papers,
essays, reports for
information.

4. Reading for information helps us to:
 To understand informative texts
 Identify text features (chapter heads, sub-heads,
maps and other graphic representation) and the text
structure (definition, cause-effect, comparison-
contrast, chronological order)
 Paraphrase the text
 Organize its important points through summaries
 Understand the author’s purpose
 Compare information between and within the texts

5. Use the natural curiosity of children to
introduce your child to the world of knowledge
inside books. Including nonfiction will help to
provide a balance and variety of genre in your
child’s reading.
Children are curious, love to learn and enjoy
exploring new ideas. Exposing your child to
non-fiction will familiarize him with the
structure of this type of book and will help him
learn how to get information from the text.

6. There are evidences that a
parent’s beliefs and attitudes about
reading will directly influence
children’s literacy skills. Parents who
have respect for the information
contained in books will pass that
respect on to their children.
Children need to know that
learning happens all the time, not just
at school.

7. INTEGRATION OF READING FOR
INFORMATION SKILLS INTO
SCHOOL CURRICULA
Reading non-literary text is part of
all courses, and the addition of
workplace materials and some strategies
to the existing curriculum can
strengthen the teaching of these skills.

8. Reinforcement of the reading for
information skills in other classes should be
strongly encouraged by the school or
institution. These skills are not only
appropriate to all academic disciplines,
vocational classes, and the fine arts, but
they are also important for success in those
areas.
A well-organized integrated plan for
teaching Reading for Information Skills
throughout the system would clearly
strengthen the entire educational program.