Reading for information

1. 1. READING FOR SPECIFIC PURPOSES Reading for Information Reading for

Appreciation and Enjoyment Reading for Critical Understanding Reading for Study
CHAPTER THREE
2. 2. READING FOR INFORMATION LEARNING OUTCOMES: Enhance scanning skills
Increase reading achievements Synthesize author’s ideas
3. 3. Reading for Information is a life-long skills. We read non-fiction texts, newspapers, trade
books, research papers, essays, reports for information.
4. 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. 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. 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. 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. 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.