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HEBAT Bacaan

Training Of Trainers
(TOT)Workshop
2016
READING STRATEGIES
Bahagian Pembangunan Kurikulum

One good question that runs in most teachers is


'What makes a good reader?
Research has indicated that a good reader has a
purpose for reading either it is for obtaining

specific information or reading for


pleasure.

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Light travels faster than sound.


This is why some people appear
bright until you hear them
speak

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While living on Earth might be a little expensive,


at least you get a free trip around the Sun every
year.

What do you think of that new restaurant on the


moon? The foods great but it has no atmosphere.
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In order to have proper reading strategies adopted,


students need to be trained to use these strategies
appropriately in order to become purposeful active
readers.
Students who receive proper instructions through
the strategies would be able to make significant
gains in reading comprehension activities. All these
strategies will enable our students to:

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set purposes for reading.


identify or infer main ideas and make predictions.
monitor reading and realise when something is not
making sense.
question during reading.
make mental pictures of what is being read.
draw on prior knowledge.
understand story structure.

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summarise what is read.


recognise words quickly and analyse unfamiliar
words
use text features (subheadings and transitions)
and titles to infer information
paraphrase
continue reading even when unsuccessful, at
least for a while

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READING STRATEGY 1

SQ3R

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Proposed Reading Strategy


SQ3R is a reading strategy formed from its letters: Survey!
Question! Read! Recite! Review!
SQ3R will help you build a framework to understand your
reading assignment.
A. Before you read, Survey the chapter:
B. Question while you are surveying:
C. When you begin to Read:
D. Recite after you've read a section:
E. Review: an on-going process
Kindly refer to the Teacher's Guide Book: Page 45 & 46
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SQ3R Reading Method

: Survey! Question! Read! Recite!Review!


SQ3R will help you build a framework to understand
your reading assignment.
A. Before you read, Survey the chapter:
The title, headings, and subheadings
Captions under pictures, charts, graphs or maps
Review questions or teacher-made study guides
Introductory and concluding paragraphs
Summary
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B. Question while you are surveying:


Turn the title, headings, and/or subheadings into
questions
Read questions at the end of the chapters or after each
subheading
Ask yourself,"What did my instructor say about this
chapter or subject when it was assigned?"
Ask yourself,"What do I already know about this
subject?"
Note: If it is helpful to you, write out these questions for
consideration.

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C. When you begin to Read:


Look for answers to the questions you first raised
Answer questions at the beginning or end of chapters or study
guides
Reread captions under pictures, graphs, etc.
Note all the underlined, italicized, bold printed words or phrases
Study graphic aids
Reduce your speed for difficult passages
Stop and reread parts which are not clear
Read only a section at a time and recite after each section.
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D. Recite after you've read a section:


Orally ask yourself questions about what you have just
read, or summarize, in your own words, what you read
Take notes from the text but write the information in
your own words
Underline or highlight important points you've just read
Reciting: The more senses you use the more likely you
are to remember what you read
Triple strength learning: Seeing, saying, hearing.
Quadruple strength learning: Seeing , saying , hearing,
writing!!!
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E. Review: an ongoing process


Day One
After you have read and recited the entire
chapter, write questions in the margins for those
points you have highlighted or underlined.
If you took notes while reciting, write questions
for the notes you have taken in the left hand
margins of your notebook.
Complete the form for a critical reading review

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Day Two
Page through the text and/or your notebook to re-acquaint yourself
with
the important points.
Cover the right hand column of your text/note-book and orally ask
yourself the questions in the left hand margins.
Orally recite or write the answers from memory.
Develop mnemonic devices for material which need to be
memorized.
Make flash cards for those questions which give you difficulty.
Days Three, Four and Five
Alternate between your flash cards and notes and test yourself
(orally or in writing) on the questions you formulated.
Make additional flash cards if necessary.
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Weekend
Using the text and notebook, make a Table of Contents - list
all the topics and sub-topics you need to know from the
chapter.
From the Table of Contents, make a Study Sheet/ Spatial
Map.
Recite the information orally and in your own words as you
put the Study Sheet/Map together.
As you have consolidated all the information you need for
this chapter,periodically review the Sheet/Map so that at
test time you will not have to cram.
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READING STRATEGY 2

THRILD

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> THRILD
What is THRILD? A method used to PREVIEW or REVIEW
a chapter.

T TITLE

H HEADINGS

R READ (and summarise first paragraph)

I ILLUSTRATIONS

L LAST PARAGRAPH (Read and summarize)

D DISCUSSION QUESTIONS

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Rationale:

Why:
T.H.R.I.L.D. is a pre-reading activity that provides a mental framework
for
new information. It acts as an advance organiser for the chapter, helps
students activate prior knowledge and provides a context for what they
are about to read.
When:
Use T.H.R.I.L.D. at the beginning of every chapter in the text, prior to
actually reading it.

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How:
As students scan the chapter, they perform six steps.
To begin with,
they:
write down the chapter title and all the sub-headings.
read the opening paragraph (or introduction) and
write a brief summary of this information.
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Students write a key word or phrase about the main


idea of each illustration.
After this, students write a brief summary of the last
paragraph or summary of the chapter.
Finally, students scan the Discussion Questions and
select three that they would like to know more
about.

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READING STRATEGY 3

KWLH

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K-W-L (Ogle, 1986) is an instructional reading


strategy that is used to guide students through a text.
Students begin by brainstorming everything they
Know about a topic.
This information is recorded in the K column of a KW-L chart.

Students then generate a list of questions about


what they Want to Know about the topic.

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These questions are listed in the W column of the chart.

During or after reading, students answer the questions that


are in the W column. This new information that they have
Learned is recorded in the L column of the K-W-L chart.

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KWL is intended to be an exercise for a study group or class that can guide
you
in reading and understanding a text. You can adapt it to working alone, but
discussions definitely help. The K-W-L strategy serves several purposes:
> Elicits students' prior knowledge of the topic of the text.
> Sets a purpose for reading.
> Helps students to monitor their comprehension.
It is composed of only three stages that reflect a worksheet of the columns
with
the three letters:
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What we

what weWant

what we

How you can

Know

to know

Learned

learn more

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interesting
readingstrategiesthat can be found in
our guide book.
There are many more

THANK YOU
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