Reading Skills (1).pdf
- 1. Reading Skills for Effective Communication
- 2. Reading Skill Reading is the most important skill in communication. Being good in reading also makes individual skillful to communicate effectively.
- 3. Continued…... Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of number of interrelated sources of information. Reading skills refer to the specific abilities that enable a person to read with independence and interact with the message.
- 4. Importance of reading skills Reading skills are the key to: ²The general knowledge, spelling, writing abilities and vocabulary. ²The passion of learning and advancing ²The success in most academic and professional fields. ²Improving grammar and spelling ²A healthy self-concept
- 5. Pillars of reading instructions Phonemic Awareness: Ability to hear, identify and manipulate the individual sounds Phonics: A method of teaching people to read and pronounce words by learning the sounds of letter Reading Fluency: The ability to read with accuracy and appropriate rate, expression and phrasing Vocabulary: Having a proficient word power Text Comprehension: Grasp the ideas behind the text
- 6. Several types of reading may occur in a classroom: Oral Silent Intensive Linguis9c Content Extensive skimming scanning TYPES OF READING
- 7. READING ACCORDING TO PURPOSE
- 8. Reading According to Purpose 1. Skimming • General understanding of the whole text • Fastest type of reading based on purpose • Also called rapid-survey reading
- 9. Reading According to Purpose 2. Scanning • Look for specific informa9on in the text • It makes you “skip more than you read.” • Also called search reading
- 10. Reading According to Purpose 3. Intensive/FuncFonal Reading • Also called word-for-word type of reading • Requires related one to read materials to his/her field of specializa9on • The object of intensive reading demands a great deal of content- area reading.
- 11. Reading According to Purpose 4. Extensive/RecreaFonal Reading • Also called light-type of reading • Reading in spare 9me/free 9me • You love what you read
- 12. Reading According to Purpose 5. Literature Reading • Not mainly for pleasure… but • Intends to familiarize readers with different classifica9ons of literature pieces: novels, short stories, biographies, dramas, epics, etc…
- 13. Reading According to Purpose 6. Detailed Study Reading • Requires serious reading and proper note taking • Uses the method of reading called SQ3R (Survey, Ques9on, Reading, Recall, Review) • This reading works well in research projects and academic study.
- 14. • Intensive reading gramma9cal forms, "calls discourse attention to markers, and other surface structure details for the purpose of understanding literal meaning, implica9ons, rhetorical rela9onships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy . Intensive Reading
- 15. • Reader is intensely involved in looking inside the text • Focus on linguis9c of a reading • Focus on surface structure details such as grammar • Iden9fy key vocabulary • Draw pictures to aid them (such as in problem solving) • Read carefully • Aim is to build more language knowledge rather than simply prac9ce the skill of reading Intensive Reading CharacterisFcs
- 16. Intensive Reading AcFviFes • Iden9fy main ideas and details • Looking at the order of informa9on and how it effects the message • Iden9fying words that connect one idea to another • Iden9fying words that indicate change from one sec9on to another .
- 17. • When it is used • when the objec9ve of reading is to achieve full understanding of: • - logical argument - paZern of text - emo9onal, symbolic or social a[tudes and purposes of the author - linguis9c means to an end for study of content material that are difficult
- 18. • Advantages • It provides a base to study structure, vocabulary and idioms. • It provides a base for students to develop a greater control of language • It provides for a check on the degree of comprehension for individual students
- 19. • Disadvantages • There is liZle actual prac9ce of reading because of the small amount of text. • In a class with mul9-reading abili9es, students may not be able to read at their own level because everyone in the class is reading the same material. • The text may or may not interest the reader because it was chosen by the teacher.
- 20. • There is liZle chance to learn language paZerns due to the small amount of text. • Because exercises and assessment usually follow intensive reading, students may come to associate reading with tes9ng and not pleasure.
- 21. Extensive reading is carried out "to achieve a general understanding of a text." • extensive reading as "occurring when students read large amounts material usually out of meaning, "reading class, concentrating on for gist" and skipping unknown words." • The aims of extensive reading are to build reader confidence and enjoyment. Extensive Reading
- 22. • The purposes of reading are usually related to pleasure, informa9on and general understanding. • Reading is its own reward. • Reading materials are well within the linguis9c competence of the students in terms of vocabulary and grammar. • Reading is individual and silent. • Reading speed is usually faster than slower. • Teachers orient students to the goals of the program. • The teacher is a role model of a reader for the students. Extensive Reading CharacterisFcs
- 23. • Interview each other about their reading. • Reading may be combined with a wri9ng component. For example, a_er reading the newspaper, students may be asked to write a newspaper report. • Class 9me reading • Students may set their own goals for their next session. • A reading log (recording number of pages read and at what level) • A reflec0on on what they no9ced about their own reading • A book report or summary • A retelling of part of the text • Book project Extensive Reading AcFviFes
- 24. • A quick reading, focusing on loca9ng specific informa9on. • Scanning involves quick eye movements, not necessarily linear in fashion, in which the eyes wander un9l the reader finds the piece of informa9on needed. • Scanning is used when a specific piece of informa9on is required, such as a name, date, symbol, formula, or phrase, is required. Scanning
- 25. • Scanning is used o_en with technical, scien9fic or professional materials to locate specific informa9on. • Scanning is a valuable skill for second language learners to develop because o_en they do not require a detailed read of a text. Scanning CharacterisFcs
- 26. - Make predic9ons and guesses - Use 9tles and tables of contents to get an idea of what a passage is about - ac9vate prior knowledge -an9cipate what they want to learn about the topic -Use 9tles, pictures, and prior knowledge to an9cipate the contents of the text -Use key words, that may have been given to them by the teacher, that do not appear in the text, that allude to the main idea Scanning AcFviFes
- 27. Skimming is a quick reading to get: Toknow the general meaning of a passage Toknow how the passage is organized, that is, the structure of the text Toget the author´s purpose Skimming
- 28. • Skimming is used to build student confidence and an understanding that it is possible to gain meaning without reading every word in a text. • Skimming is used as part of the SQ3R method of reading, o_en for speed reading. This method involves the student in surveying, ques9oning, reading, reviewing and reciFng. • Skimming is used to review a topic. Skimming CharacterisFcs
- 29. § Locate facts and opinions • Sets a 9me limit to the reading ac9vity Skimming AcFviFes