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DIFFERENT BETWEEN SKIMMING AND SCANNING

SKIMMINGReading for main idea


Many learners find it is helpful to employ a skimming strategy when they need to quickly ascertain the gist of a text.
Skimming is a top-down strategy (for more on this see Lingua.lys blog post on top-down and bottom-up processing)
that helps you activate prior knowledge on a given topic to provide a basis for making inferences and integrating new
information gleaned from the text

SCANNINGReading for detail


When you are looking for a specific piece of information, scanning is the right strategy for you. For example, you may
not care what the article says about the growing popularity of high school athletic programs, you just want to know
what they have to say about basketball so you scan the text for related keywords. Instead of filtering out detailed
information as you would do in skimming, you are actively looking for details that match your query. That means you
disregard every word you come across until something appears which is closely linked to basketball and then you
pause and focus in on the target word to see what the article has to say.

DIFFERENT BETWEEN TOP DOWN PROCESSING , BOTTOM UP PROCESSING

Top-Down Processing
Top-down processing is defined as the development of pattern recognition through the use of contextual information.
For instance, you are presented with a paragraph written with difficult handwriting. It is easier to understand what the
writer wants to convey if you read the whole paragraph rather than reading the words in separate terms. The brain
may be able to perceive and understand the gist of the paragraph due to the context supplied by the surrounding
words.

theory
In 1970, psychologist Richard Gregory stated that perception is a constructive process that depends on top-down
processing. He explained that past experience and prior knowledge related to a stimulus help us make inferences.
For Gregory, perception is all about making the best guess or a hypothesisabout what we see. In terms of visual
perception, Gregory argues that about 90% of visual information is lost by the time it arrives in the brain for
processing. This event leads to the creation of a perceptual hypothesis about the stimulus, based on his memory and
past experience that may be related to it. When it comes to visual illusions, such as the Necker tube, Gregory
believed that the brain may create incorrect hypotheses, leading to several errors of perception.

BOTTOM-UP PROCESSING
In the bottom-up processing approach, perception starts at the sensory input, the stimulus. Thus,
perception can be described as data-driven. For example, there is a flower at the center of a person's
field. The sight of the flower and all the information about the stimulus are carried from the retina to
the visual cortex in the brain. The signal travels in one direction.

Theory
Psychologist E.J Gibson criticized the explanation of Gregory regarding visual illusions as they are merely artificial
examples, not images that can be found in a person's normal visual environment. Being a strong support of the
bottom up processing approach, Gibson argued that perception is not subject to hypotheses; rather, perception is a
direct, "What you see is what you get" phenomenon. He explained that our environment can sufficiently supply details
related to the stimulus (e.g. size, shape, distance, etc.), so perception of the stimulus may not depend on prior
knowledge or past experience. Motion parallax supports this argument. When we travel on a fast moving train, we
perceive that objects closer to us pass by faster, while farther objects pass us slowly. Thus, we are able to perceive
the distance between us and the object that pass us by based on the speed at which they pass.

Level of comprehension literal


Direct Locate
Literal comprehension is seen as the first level of comprehension. It is the simplest form of locating information in
texts because the information is stated directly in the text. Questions assessing literal comprehension skills
examine how well students can identify and understand information that is directly stated in a text.
According to Carnine, Silbert and Kameenui (1997), literal questioning can vary in difficulty depending on:

the length of the text

the order in which the questions are asked and how they match to the order of the text

the use of pronouns, because the pronoun reference needs to be identified before finding the information
in the text

KEYWORD

Key words are the content words that carry the most meaning in a text. Students can underline or highlight the key
words.

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