The document discusses different types of reading and strategies for effective reading. It outlines various reading techniques including reading for enjoyment, overview reading, revision reading, search reading, and critical reading. It also describes the SQ3R method which involves surveying material, generating questions, reading actively, recalling information, and reviewing content. Flexibility in reading approach and adapting speed based on material is emphasized. Developing efficient reading skills is important for university students with limited time.
Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
Tips and strategies to help you do well at the Summary Completion section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
Tips and advice on how to do well on the Matching Headings section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Skills of Reading, Types of Reading, Difficulty in Reading, Analysis of reading skills, Problems in Reading English, Methods to control Pronunciation, Terms of Reading..
Version 2: This presentation provides basic definitions and explanation of rhetorical modes, patterns of paragraph development, or, as I like to call them, writing strategies.
Tips and advice on how to do well on the Matching Headings section of the IELTS reading exam.
For more English tutorials, please visit:
https://www.thelecturette.com
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Skills of Reading, Types of Reading, Difficulty in Reading, Analysis of reading skills, Problems in Reading English, Methods to control Pronunciation, Terms of Reading..
Version 2: This presentation provides basic definitions and explanation of rhetorical modes, patterns of paragraph development, or, as I like to call them, writing strategies.
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
Using and Adapting Authentic Materials to Motivate Students - HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students.
In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop.
A chapter on reading skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
A chapter on reading skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi
Here you will find; What is Reading skill? What is the Purpose of reading? Obstacles (barriers) of effective reading. Techniques of effective reading. Strategies of reading. Methods of reading. Types of reading.
Speaking, Writing, and Listening skills, it is one among the four primary language learning skills. So, it is looking at a collection of written symbols and deriving meaning from them. When we read, our brains translate the written symbols/letters, punctuation, and spaces that our eyes see into words, sentences, and paragraphs that make sense to us. We can read aloud or silently (in our heads).
Reading is to the mind what exercise is to the body.—Josep.docxsodhi3
Reading is to the mind what exercise is to the body.
—Joseph Addison (ThinkExist, 2010a)
Learning Objectives
After reading this chapter, you
should be able to:
1. Contrast active with unfocused
reading.
2. Describe the four key steps that are
essential to success when beginning a
new college course.
3. Identify the key strategies to engage
in order to actively read a text, includ-
ing annotation, a reading journal, and
brainstorming.
4. Analyze the components of the SQ3R
method, or Survey, Question, Read,
Recite, and Review.
5. Differentiate the different key words
and action verbs, and understand
their implications.
2College Reading
Wavebreak Media/Thinkstock
con80878_02_c02.indd 25 8/26/13 12:56 PM
CHAPTER 2Section 2.1 Reading to Write and Learn
noise moves into the “foreground”—in other words, students ultimately end up focusing
on what is on TV and become distracted from their reading. Of course, life puts many
demands on us, and it may not always be possible to do your reading in an environment
where nothing else is going on. However, when possible, give reading your full attention
and avoid multitasking.
Reading to Write
There are two important links between reading and writing. One of these is that reading is
one of the best ways to improve your writing. Most good writers learn how to write well
through reading rather than through memorizing grammar rules. In fact, reading provides
better examples of how to use the English language than simply practicing grammar exer-
cises would. The truth is that reading any form of writing on a regular basis helps writers
gain an increased knowledge of writing structures, grammar, clarity, and organization. It
is not necessary to constantly read novels or academic writing to achieve this benefit; read-
ing popular social and political magazines and short articles will help as well, as long as
they are well written. Not only will you gain more out of reading what interests you, but
you will also become a stronger writer because you will automatically notice correct gram-
mar usage, a variety of writing styles, and a variety of narrative structures as you read.
The second fundamental link between reading and writing is that one must read a text
very carefully in order to write well about it. Close reading requires you to notice details,
repetitions, metaphors, similes, symbolism, and/or themes and to develop an under-
standing of how they—or any other literary devices—function in a text. A good method
of reading may start by taking note of terms, phrases, or short clauses that stand out to
the reader or that seem significant. As you read, highlight, circle, or underline the lan-
guage that seems most important. When you notice a recurring theme, for instance, take
note of it each time it appears in the text, and ultimately try to trace how that theme or
concept develops over the course of the reading. Because all great writing begins with
careful rea ...
1. READING
There are many different kinds of reading, each requiring different approaches, techniques and
levels of concentration. Some of the different types of reading you may use are listed below.
READING FOR ENJOYMENT — LIGHT READING e.g. magazines, novels, requiring a
minimum of effort and little concentration. This differs from study reading in that there is no
intention to remember the material.
READING FOR AN OVERVIEW OR EXPLORATORY READING — skimming or pre-
reading a book or journal to get a general idea of the topic. This is the sort of reading used when
looking through a book before deciding whether or not. to take it out of the library to read in
greater detail.
REVISION READING — re-reading material with which you are already familiar. Revision
reading is used mainly to test information recall.
SEARCH READING — reading to locate specific information or an answer to a particular
question. A trivial example of this technique is looking for a phone number in a telephone
directory. You are not interested in reading all the names and numbers in the phone book, just
one. All the other information is irrelevant and can be ignored.
READING FOR MASTERY — reading to obtain detailed information and an understanding of
it; usually slow, careful and repeated reading requiring intense concentration. This may be
appropriate when reading directions for laboratory classes, or instructions for working an exam
paper. Mathematical and scientific texts almost always require this type of approach. Reading
where you are required to progress through specific steps of reasoning, paying particular
attention to detail is another example.
CRITICAL READING — reading to assess or review ideas. This also requires intense
concentration. Critical reading requires that you distinguish between opinion, assumption and
fact, and recognise fallacious or illogical reasoning, false statements, emotional language,
understatement, overstatement, irony, satire, omission of information and repetition. It implies
approaching the written work with an open mind so that you may be convinced by the author that
this point of view is valid, provided you cannot counter with an opposing view based on your
own reasoning, logic and beliefs. Critical reading also involves examining the author's
competence and credibility, and analysing the material i.e. criticising assumptions, checking
logic, examining conclusions and their implications. Comparisons with other authors and points
of view should also be made.
PROOF READING — reading to correct grammar, spelling, punctuation, requiring meticulous
attention to detail. This is the final step in preparing any written work and should not be
forgotten.
An efficient reader will be able to match the appropriate techniques to the different types of
reading to be done. To do this your purpose in reading should be clearly established before you
start. You must know why you are reading and what it is the reading should achieve. It is also
important that you be flexible in your approach and attitude to reading. For instance when
reading a newspaper you often need to read between the lines. Reading literature requires an
appreciation of the author's mood. Reading social sciences requires that you follow cause and
effect relationships and time-space sequences. In disciplines where quantitative problem solving
is required you may need to visualise structures, models and procedures as you read.
You should also be flexible with your reading speeds. Some reading needs to be done slowly e.g.
when you are reading difficult material or reading to remember information. Sometimes rapid
reading is appropriate e.g. when skimming to get an outline or overview of material that does not
need to be remembered. Scanning for specific information is another instance where material can
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2. be read rapidly. Revision reading can also be done rapidly if you are very familiar with the
material. The speed at which you read should depend largely on the nature and purpose of the
reading.
Wben exploratory reading, sometimes referred to as pre-reading or search reading. it is not
necessary that E-V-E-R-Y S-I-N-G-L-E W-O-R-D be read. Phrase reading, key phrase reading
and key word reading techniques can be used. This means you focus on the important phrases
and words for meaning (usually nouns and verbs) and ignore non-meaning words (especially
prepositions). Look for authors’ hints to key words e.g. headings, italics and underlining.
Diagrams are another way of condensing key information.
Skimming is another rapid reading technique in which you alternately read and float over
material looking for main ideas, and clue words such as names, dates, places, how, how much
and why. If you can identify a topic sentence (usually the first or last sentence) or topic
paragraph read it. Read any summaries or abstracts.
There is a big range in what is considered to be normal reading speeds. If you can effectively
adapt different reading strategies to suit yourself and the type of reading you are unlikely to be
disadvantaged by being a “slow” reader. There are speed reading courses available but they are
time consuming. One way to try to improve your reading speed is to practise for 10 to 15
minutes each day. Begin by reading a newspaper or some other light material. Read as quickly as
you can and then test your comprehension by trying to recall as much information as possible.
Graduate to more complex study material as your speed increases. If you are unfamiliar with
terminology consult a dictionary or technical glossary. While this may slow you down to begin
with, you will gain in the long run by gaining familiarity with the subject’s language.
SQ3R
One of the frequently advocated techniques of reading is the SQ3R method. While this may be
useful for some study reading it is not universally applicable to all categories of reading. There
are many variations of the method and they all may be adapted to suit induvidual requirements.
The five steps of the method are listed below:
S - SURVEY the book/article as a whole. Read the title and any introductory material such as
preface/abstract, table of contents, chapter/section headings and conclusions. This procedure
should be applied a chapter at a time when reading an entire book i.e. read chapter sub-titles,
introductory and concluding paragraphs, summaries and note particularly any figures such as
charts, tables or diagrams. When reading a report of an experimental investigation read the
section detailing the hypotheses and objectives as this will define the article’s central idea.
Q - QUESTION the information being presented and. the implications or conclusions that may
be drawn. Be alert to the author’s purpose in writing the material. Pose questions that you think
the text should answer or use questions in the book as an indication of what might be covered.
Think about what you are going to read.
R - READ actively (read aloud, underline, but don’t browse). Look for main ideas and answers
to questions formulated previously. Pose new questions as you read.
Don’t attempt to make notes on the first reading. Re-read the material a second time to confirm
that you have identified the central theme and key issues correctly. You will be able to pay more
attention to supporting detail on a second reading. Make notes or summaries during the second
reading.
R - RECALL. This is to test how much of the material just read is memorised and is a well
established aid to learning. Without making a conscious effort to recall most people forget about
half of what they have just read within seconds of putting down a book. After two weeks as little
as 10% may be remembered.
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3. As soon as you have finished your reading you should test your grasp of the information by
listing key points or writing in your own words an outline of the information. Recall should be
done section by section or a chapter at a time when reading a book.
R - REVIEW by repeating the above steps. Survey the general structure. Remind yourself of the
questions raised. Are there any new or unanswered questions? Re-read the text, checking that
you have remembered all the important ideas. Test your recall of these important ideas. Check
that your recall is accurate.
Ideally reviews should be done immediately after the first reading, just before the final
examination and several times in between.
As you can see if this method was rigorously applied to all reading it would severely limit the
amount of reading we could do. It may be appropriate for some of your reading, but be prepared
to adapt or use only one or two steps where this is appropriate. For instance when you are
reading for an overview, surveying and a first reading may be sufficient. Give the SQ3R method
a go and see what you think of it. It is a good start to evaluating your own reading skills or lack
thereof. It may also be a good base on which to build and develop your own induvidual reading
styles.
For all university students time is limited! Use your reading skills and techniques to read
selectively, efficiently and effectively.
HAPPY READING!
IF YOU WOULD LIKE MORE INFORMATION ON STUDY SKILLS OR WOULD LIKE
TO DISCUSS THESE FURTHER SEE THE ACADEMIC SKILLS COUNSELLORS.
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