reading lec cis

7/26/2019 Reading Lec Cis

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READINGREADING


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Reading makes immigrants of usReading makes immigrants of us

all. It takes us away from home,all. It takes us away from home,but more important is, it ndsbut more important is, it nds

homes for us everywhere.homes for us everywhere.

Jean RhysJean Rhys


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IntroductionIntroduction

Reading is the receptive skill in the writtenReading is the receptive skill in the writtenmode. It can develop independently listeningmode. It can develop independently listeningand speaking skills, but often develops alongand speaking skills, but often develops along

with them.with them. Reading can help build vocabulary that helpsReading can help build vocabulary that helps

listening comprehension at the later stages,listening comprehension at the later stages,

particularly.particularly. It is a means of discovering information ,ofIt is a means of discovering information ,of

expanding your knowledge ,understanding of aexpanding your knowledge ,understanding of asubject and is often more enjoyable.subject and is often more enjoyable.


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What is involved inWhat is involved in

reading?reading?

READING

Vocabulary

Content knowledge

Reading well (with understanding-

Effective reading)Reading fast

(Efficient reading)

Understanding text

type and language

features

Understanding

text structureurpose


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Micro-skills of ReadingMicro-skills of Reading

The reader has to:The reader has to: ecipher the script. In an alphabetic system or a syllabify,ecipher the script. In an alphabetic system or a syllabify,

this means establishing a relationship between sounds andthis means establishing a relationship between sounds andsymbols. In a pictograph system, it means associating thesymbols. In a pictograph system, it means associating themeaning of the words with written symbols.meaning of the words with written symbols.

Recogni!e vocabulary.Recogni!e vocabulary. "ick out key words, such as those identifying topics and"ick out key words, such as those identifying topics and

main ideas.main ideas. #igure out the meaning of the words, including unfamiliar#igure out the meaning of the words, including unfamiliar

vocabulary, from the $written% context.vocabulary, from the $written% context. Recogni!e grammatical word classes: noun, adjective,Recogni!e grammatical word classes: noun, adjective,

etc.etc. etect sentence constituents, such as subject, verb, object,etect sentence constituents, such as subject, verb, object,

prepositions, etc.prepositions, etc.


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Micro-skills of ReadingMicro-skills of Reading

Recogni!e basic syntactic patterns.Recogni!e basic syntactic patterns. Reconstruct and infer situations, goals andReconstruct and infer situations, goals and

participants.participants.

&se both knowledge of the world , lexical and&se both knowledge of the world , lexical and

grammatical cohesive devices to make the foregoinggrammatical cohesive devices to make the foregoinginferences, predict outcomes, and infer links andinferences, predict outcomes, and infer links andconnections among the parts of the text.connections among the parts of the text.

'et the main point or the most important information.'et the main point or the most important information.

istinguish the main idea from supporting details.istinguish the main idea from supporting details.

(djust reading strategies to different reading(djust reading strategies to different readingpurposes, such as skimming for main ideas orpurposes, such as skimming for main ideas or

studying in)depth.studying in)depth.


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Why read?Why read?

Reading for leisure.Reading for leisure.

Reading to learn.Reading to learn.

Reading to gather information.Reading to gather information.

Reading to research.Reading to research.


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Reading Eiciently atReading Eiciently at

University.University.

Reading for essays.Reading for essays.

Reading for reports.Reading for reports. Reading for tutorials.Reading for tutorials.

Reading for revision.Reading for revision.

Reading for understanding.Reading for understanding.


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Reading Eiciently atReading Eiciently at

University.University.kills re!uired"kills re!uired"

#he actual reading itself.#he actual reading itself.$rioritising the information you nd.$rioritising the information you nd.Recording that information in a usefulRecording that information in a usefulway.way.

%ow do we become more e&icient in%ow do we become more e&icient inour reading?our reading?


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Approaches to reading.Approaches to reading.

Reading for study and reading for leisure re*uireReading for study and reading for leisure re*uiredifferent approaches. They differ in the followingdifferent approaches. They differ in the followingways:ways:

The way you actually work through the materials.The way you actually work through the materials. +ith a novel you begin at page and work your way+ith a novel you begin at page and work your way

through to the end.through to the end. +ith an academic text you may only need to refer to+ith an academic text you may only need to refer to

a chapter or flip through a chart or diagram.a chapter or flip through a chart or diagram. -ou have different goals and needs and so re*uire-ou have different goals and needs and so re*uire

different approaches.different approaches.


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Reading for leisure:Reading for leisure:

'o nothing but en(oy'o nothing but en(oy

what you are reading.what you are reading.

)an be forgotten in)an be forgotten inpart or fully.part or fully.

StudyingStudying:: *eed to inform your*eed to inform your

knowledge of certainknowledge of certain

issues.issues.

*eed to apply this*eed to apply this

knowledge whenknowledge when

writing an essay orwriting an essay or

participating in aparticipating in a

tutorial.tutorial. *eeds to continue to*eeds to continue to

inform your thinkinginform your thinking

for some time.for some time.


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Passive reading:Passive reading: +ou let the book guide+ou let the book guide

you, you follow theyou, you follow thestory.story.

Active Reading:Active Reading: +ou make demands of the+ou make demands of the

tet.tet. +ou deliberately search for+ou deliberately search for

a particular strand amonga particular strand amongthe general information.the general information.

It is most active when youIt is most active when youare pursuing the answerare pursuing the answerto a !uestion.to a !uestion.

If you establish readingIf you establish readinggoals, posing !uestionsgoals, posing !uestionsthat you need answering,that you need answering,you will read moreyou will read moree&ectively.e&ectively.


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Prioritising nfor!ationPrioritising nfor!ation

Reading goals help youReading goals help you

prioritise theprioritise the

information you read.information you read.

nly read informationnly read informationthat seems relevant andthat seems relevant and

necessary.necessary.

etermine what isetermine what is

relevant and what isrelevant and what is

irrelevant.irrelevant.


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"ypes of Reading"ypes of Reading

kimmingkimming

canningcanning

-R-R IntensiveIntensive

/tensive/tensive


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Skimming (or browsing)Skimming (or browsing) The aim is to discover how useful the text might beThe aim is to discover how useful the text might be

and for what purpose you wish to use it.and for what purpose you wish to use it. /kimming involves going through a text rapidly,/kimming involves going through a text rapidly,

probably at two or three times your normal readingprobably at two or three times your normal reading

speed and being selective.speed and being selective. 0ook at the index, chapter headings, introductory0ook at the index, chapter headings, introductory

and concluding paragraphs, as well as skimmingand concluding paragraphs, as well as skimmingthrough the main content by reading the first line ofthrough the main content by reading the first line ofeach paragraph.each paragraph.

&seful for deciding if you are going to use the book.&seful for deciding if you are going to use the book. 'ives you an idea of how the text is organised, its'ives you an idea of how the text is organised, its

tone and style or to review something you havetone and style or to review something you havealready read to refresh your memory.already read to refresh your memory.

1uickly running one2s eyes over a text to get the1uickly running one2s eyes over a text to get the

gist.gist.


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Scanning.Scanning.

&sed when you know exactly what&sed when you know exactly what

you are looking for.you are looking for.

3.g.. #inding a telephone number in a3.g.. #inding a telephone number in adirectory. Reading a train timetable.directory. Reading a train timetable.

-ou find the name you2re searching-ou find the name you2re searching

for and then follow the text.for and then follow the text.

Reading longer texts usually for one2sReading longer texts usually for one2sinterest. This is a fluency activity,interest. This is a fluency activity,

mainly involving globalmainly involving global

understanding.understanding.


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SQ3RSQ3R

1.1. SurveySurvey

'ather the information you need to focus on the work and set'ather the information you need to focus on the work and setgoals: Read the title to help prepare for the subjectgoals: Read the title to help prepare for the subject

Read the introduction or summary to see what the authorRead the introduction or summary to see what the authorthinks are the key pointsthinks are the key points 4otice the boldface headings to see what the structure is4otice the boldface headings to see what the structure is 4otice any maps, graphs or charts. They are there for a4otice any maps, graphs or charts. They are there for a

purposepurpose

4otice the reading aids, italics, bold face, *uestions at the end4otice the reading aids, italics, bold face, *uestions at the endof the chapter. They are all there to help you understand andof the chapter. They are all there to help you understand andremember.remember.


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0.-uestion0.-uestion

5elp your mind to engage and concentrate.5elp your mind to engage and concentrate.

-our mind is engaged in learning when it is-our mind is engaged in learning when it is

actively looking for answers to *uestions.actively looking for answers to *uestions.

Try turning the boldface headings intoTry turning the boldface headings into

*uestions you think the section should answer.*uestions you think the section should answer.


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3. Read3. Read Read the first section with your *uestions inRead the first section with your *uestions inmind. 0ook for the answers, and make up newmind. 0ook for the answers, and make up new

*uestions if necessary.*uestions if necessary.

4. Recall4. Recall(fter each section, stop and think back to your(fter each section, stop and think back to your

*uestions. /ee if you can answer them from*uestions. /ee if you can answer them from

memory. If not, take a look back at the text.memory. If not, take a look back at the text.o this as often as you need to.o this as often as you need to.


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1. Review1. Review

nce you have finished the whole chapter, gonce you have finished the whole chapter, go

back over all the *uestions from all theback over all the *uestions from all the

headings. /ee if you can still answer them. Ifheadings. /ee if you can still answer them. If

not, look back and refresh your memory.not, look back and refresh your memory.


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Intensive reading:Intensive reading:

1uickly going through a text to find a particular piece of1uickly going through a text to find a particular piece ofinformation.information.

Extensive:Extensive:

&nderstanding unknown words because of contextual clues.&nderstanding unknown words because of contextual clues.


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REA#$% &'((&REA#$% &'((&

).). PREIE!INGPREIE!ING

a. Making predictions:a. Making predictions:

2&ay *hat *ill the te+t ,e a,ot&ay *hat *ill the te+t ,e a,ot,efore actally reading it.,efore actally reading it.

,. Anticipation:,. Anticipation:

- "he a,ility of activating prior- "he a,ility of activating priorkno*ledge in order to help thekno*ledge in order to help the

te+t ,eco!e co!prehensi,le.te+t ,eco!e co!prehensi,le.


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".". In#erringIn#erring::

) &nderstand a certain aspect of the text based&nderstand a certain aspect of the text based

on the meaning of the rest of the information.on the meaning of the rest of the information.

) It is necessary to use ideas stated in the textIt is necessary to use ideas stated in the text

plus your personal experience.plus your personal experience.

) -ou go farther than the text itself.-ou go farther than the text itself.


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.. onte+t cles:onte+t cles:

2 When yo have to infer theWhen yo have to infer the

!eaning of a ne* *ord yo !ay!eaning of a ne* *ord yo !ay

take into accont the conte+t intake into accont the conte+t in*hich it appears.*hich it appears.

2 t !ight ,e the e+ternal conte+tt !ight ,e the e+ternal conte+t

or the internal strctre of theor the internal strctre of the

*ord.*ord.


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/. Predicting otco!es:/. Predicting otco!es:

2 )onsists of establishing the end of an2 )onsists of establishing the end of anincomplete fragment based on theincomplete fragment based on the

se!uence of events.se!uence of events.


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0. ase 1 eect relationships0. ase 1 eect relationships

2 #he ability of nding the reasons or2 #he ability of nding the reasons or

motivations why an event takesmotivations why an event takes

place or the conse!uence of anplace or the conse!uence of an

action. #hey might be stated or not.action. #hey might be stated or not.


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Eight *ays to i!proveEight *ays to i!prove

readingreading3.3. $%e int&nati&n 'ay$%e int&nati&n 'ay 3stablishing speech patterns $using silent vocali!ation%3stablishing speech patterns $using silent vocali!ation%

for what you read in your mind so you can 6hear7 themfor what you read in your mind so you can 6hear7 them

more readily as you read them silently. Reading withmore readily as you read them silently. Reading withexpression 8 brings stressing, emphasis, and pausesexpression 8 brings stressing, emphasis, and pauses

back into your reading, along with the meaning theyback into your reading, along with the meaning they

conveyconvey

9.9. $%e v&ca(ulary 'ay$%e v&ca(ulary 'ay uild a strong, precise vocabulary 8 learn words asuild a strong, precise vocabulary 8 learn words as

concepts . . . +hen you see the word in print, yourconcepts . . . +hen you see the word in print, your

knowledge of the word 6flashes before you.7knowledge of the word 6flashes before you.7


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readingreading;.;. $%e (ac)gr&und 'ay$%e (ac)gr&und 'ay

Read lots, read often: it2s good practice, and you startRead lots, read often: it2s good practice, and you startaccumulating concepts, ideas, events, names, etc. that lendaccumulating concepts, ideas, events, names, etc. that lendmeaning to later reading.meaning to later reading.

66The most crucial prere*uisite for learning is your alreadyThe most crucial prere*uisite for learning is your alreadyestablished background knowledge.7established background knowledge.7

4ot limited to reading 8 books, movies, listening but a lot4ot limited to reading 8 books, movies, listening but a lotmore.more.


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readingreading>.>. $%e +aragra+% 'ay$%e +aragra+% 'ay /top at the end of each paragraph to summari!e and/top at the end of each paragraph to summari!e and

condense it into a single sentence $for textbook reading%condense it into a single sentence $for textbook reading%

#ocus on topic, concluding and supporting sentences.#ocus on topic, concluding and supporting sentences. Topic sentence provides direction, focusTopic sentence provides direction, focus /upporting sentences develop the idea from topic sentence/upporting sentences develop the idea from topic sentence ?oncluding sentences sums up= restates= emphasi!es= closes?oncluding sentences sums up= restates= emphasi!es= closes

"aragraphs also serve similar functions 8 some"aragraphs also serve similar functions 8 someintroduce, some support, and some conclude= all threeintroduce, some support, and some conclude= all threetypes should alert youtypes should alert you


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readingreading@.@. Page,at,a,ti-e 'ayPage,at,a,ti-e 'ay /top at the bottom of the page and ask yourself what/top at the bottom of the page and ask yourself what

was covered on this page before moving on . . . Aakeswas covered on this page before moving on . . . Aakes

you think while you readyou think while you read

B.B. Daniel !e(ster*s 'ayDaniel !e(ster*s 'ay efore reading, check out the Table of ?ontents $T?%,efore reading, check out the Table of ?ontents $T?%,

read the preface or introductionread the preface or introduction 0ists of: *uestions expected to be answered in book,0ists of: *uestions expected to be answered in book,

knowledge expected to gain from book, where knowledgeknowledge expected to gain from book, where knowledge

would take you ahead$ your goal%.would take you ahead$ your goal%.


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readingreadingC.C. $%e s)i--ing 'ay$%e s)i--ing 'ay ?an cover many speeds and uses 8 anything from rapid?an cover many speeds and uses 8 anything from rapid

reading to searchingreading to searching

4eedle in a haystack $rec. specific info 8 name, date, word%4eedle in a haystack $rec. specific info 8 name, date, word% 0ooking for clues $"aul birthplace example%0ooking for clues $"aul birthplace example%

'etting the gist $helpful for research assignments%'etting the gist $helpful for research assignments%

ver viewing a textbook chapter $for understandingver viewing a textbook chapter $for understanding

captions, headlines, subheadings to locate key info%captions, headlines, subheadings to locate key info% /kimming to review $for previously read texts%/kimming to review $for previously read texts%

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