READING

The cognitive process of

understanding a written
linguistic message
READING PROCESS
 Using eyes and mind

 With required competence in language

 prescribed time to understand and interpret

the literal
 Find the hidden meanings of what the writer
attempts to convey
INTRODUCTION
 Receptive skill in the written mode

 It can develop independently of listening and

speaking skills, but often develops along with
them, especially in societies with a highly-
developed literary tradition

 Build vocabulary
 KIND OF READING
 SPEED-READING Reading At Speeds Significantly Faster
Than Normal

 PERUSAL; PERUSING; PORING OVER; STUDYING

Reading Carefully With Intent To Remember

 BROWSE; BROWSING Reading Superficially Or At Random

 SKIM; SKIMMING reading or glancing through quickly

IMPROVE YOUR READING SKILLS
Make a habit of reading regularly

Reading should be fun

Make sure the texts you choose are not too

difficult for you
THE IMPORTANCE OF EFFECTIVE
READING SKILLS
Reading enriches the inner world of a person

Improves grammar and spelling

Through reading people learn to understand

different ways of thinking and feelings of
other people
SOURCE FOR READING MATERIALS
Newspapers and magazines

General reading: readers in the Self Access Centre

(some are graded), general literature available
in the library, the university bookshop or good
large bookstores in town.

Surf the net

Be adventurous try finding a recipe, from a

magazine or the net and get into the kitchen.
BARRIERS OF READING
 Lack of stamina
 Lack of interest ( motivation)
 Word blocking
 Word analysis
 Monotonous plodding
 Back tracking
 Rereading
 Readability
 Lack of concentration
 ERRORS IN READING
 Pronunciation errors
 vowels , consonants, diphthongs, etc

 Faulty pausing
 word, phrases, sentences, punctuations, stress,
intonation, etc

 Mother tongue interference

 Voiced and voiceless consonants

 interchanged, voicing of the voiceless consonants after a
nasal, using long vowels, unstressed vowels,
hypercorrections, etc
TYPES OF READING
SKIMMING

SCANNING

INTENSIVE

EXTENSIVE

SQ3R METHOD
SKIMMING
 Is a reading technique wherein one tries to find the
main ideas of a reading material in order to know
what it's generally about

 It helps save time because there's no need to

remember specific details

 It's all about the gist of the selection topic

sentences
CAN YOU FIND THE TOPIC SENTENCE IN THE
PARAGRAPH BELOW?
Raman has a lot of great qualities that makes
him scholar easily. He is hardworking. He's also
very intelligent. He is kind and can be
considered a true gentleman. Furthermore, he
is thoughtful and generous

The sky is very dark today. It hasn't stopped

raining since early this morning. Very few
people are on the street and children cannot
play outside. It's a very gloomy day
 A --ANSWER: FIRST SENTENCE

 B-- ANSWER: LAST SENTENCE

 SCANNING
 Reading technique used when we need to find specific
information from a selection

 A good sample situation where we use scanning is

when we need to find a contact number from the
phone directory

 We naturally don't need the summary of the contents

of the directory nor do we need to find main ideas
there
 Let's try your scanning skills in this simple
exercise, shall we?
Answer this question--In what year was the
organization founded?
The World of Artists Organization (WAO) is
an international group aiming to help its
members to perfect their artistic skills not only
in the art they are currently in but in other art
forms as well. The group conducts free art
trainings for their members regularly. WAO
started with only 5 members when it was
founded in 2003. Now, it already has more than
15,000 members worldwide
INTENSIVE
 INTENSIVE READING:
 The work of Palmer (1921) notes that “intensive
reading” means that the readers take a text, study
it line by line, and refer at very moment to the
dictionary about the grammar of the text itself.

 To sum up, Palmer (1964) also concludes that

both types of the reading are important because
the main goal of reading is to comprehend the
printed pages.
EXTENSIVE
 It is the view of Palmer (1964) that “extensive
reading” is considered as being reading rapidly. The
readers read books after books. Its attention is paid
to the meaning of the text itself not the language.
The purpose of extensive reading is for pleasure and
information. Thus, extensive reading is also termed
as “supplementary reading”
SQ3R METHOD
 The SQ3R method of study was developed by
Robinson (l941) to provide students with a systematic
approach for studying a textbook assignment.

 This study method capitalizes on the predictable

format in most traditional content textbooks (e.g.,
title, introduction, headings, subheadings,
conclusion, etc.)

 The steps are: (1) Survey, (2) Question, (3) Read, (4)
Recite, and (5) Review.
 Survey (1 minute):
 Before beginning reading look through the whole
chapter. See what the headings are check for
introductory and summary paragraphs, references,
etc. Resist reading at this point, but see if you can
identify 3 to 6 major ideas in the chapter

 2. Question (usually less than 30 seconds):

 Ask yourself what this chapter is about: What is the
question that this chapter is trying to answer? Or --
along the curiosity lines -- What question do I have
that this chapter might help answer? Repeat this
process with each subsection of the chapter, as well,
turning each heading into a question
READ (SLOWER FOR SOME OF US THAN OTHERS!):
Read one section at a time looking for the answer to the question
proposed by the heading! This is active reading and requires
concentration so find yourself a place and time where you can
concentrate
RECITE/WRITE (ABOUT A MINUTE)
Say to yourself (I do this out loud so I have to study where I don't
embarrass myself) or write down (I sometimes do this in the margins of
the book itself ) a key phrase that sums up the major point of the section
and answers the question. It is important to use your own words, not just
copy a phrase from the book. Research shows that we remember our own
(active) connections better than ones given to us (passive), indeed that
our own hierarchies are generally better than the best prefab hierarchies
REVIEW (LESS THAN 5 MINUTES)
After repeating steps 2-4 for each section you have a list of key phrases
that provides a sort of outline for the chapter. Test yourself by covering
up the key phrases and seeing if you can recall them. Does this right after
you finish reading the chapter? If you can't recall one of your major
points, that's a section you need to reread.