Reading skill
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1-Reading skill
Kinds of reading:
1-Critical reading
Critical reading means engaging in what you
read by asking yourself questions such as,
‘what is the author trying to say?’ or ‘what
is the main argument being presented?’
2-Active reading / Comprehensive reading:
It means a comprehensive reading.
To do active reading:
1-Do a survey or read for skimming.
2-Ask a question about the reading text to discover
the purpose of the reading text.
3-Start reading the text critical to discover the details.
4-Recall or remember what you have read.
4- Reading for pleasure.
5-Do a review of what you have read.
3-Contemplating reading:
It means reading something with a determination to
understand and evaluate it for its relevance to your
needs and desires. It means reading with a profound
thinking about the content of the reading text.
Questions to ask of any text while
reading critically:
1-What is the author writing about? (The subject).
2-Why is the author writing about it? (The purpose).
3-Who is the author? (Authorial voice).
4-Who is the author writing to? (The audience).
5-Who is the author writing against? (The debate).
6-What is the main point? (The thesis).
7-So what? (the conclusion).
8-How does the author prove it? (The evidence).
9-How does the author try to convince the reader?
(Persuasive technique).
10-What’s behind it all? (Underlying assumptions).
Reading for skimming refers to an extensive
reading. It means that you read a text quickly
and generally to get the general ideas of the text.
This is applied when you deal with a long
comprehension text.
If you have ever attended English classes, you
have probably been asked to skim a text and
then complete a task connected with it. This
is one of the activities you have to do in an
exam/test.
Scanning:
Reading for scanning refers to an intensive
reading. It means that you read a text slowly
and intensively to get the specific meanings and
information of a text. When you read in your
native language, you read for content.
Your brain focuses on key words that convey the
meaning of the text. This way you are able to
read faster.
But this is wrong to do when reading in a foreign
language. You want to concentrate on the
grammar, too.You should analyze the sentences
closely.This is applied when you deal with a close
text.
Comprehension, Act of or capacity for grasping
with the intellect. The term is most often used in
connection with tests of reading skills and
language abilities, though other abilities (e.g.,
mathematical reasoning) may also be examined.
Reading skill:
It is an input receptive skill.
Goal:
Reading for pleasure, getting knowledge through
distinguishing the main idea or the word formation
and the contextual clues of the reading text.
Strategy:
Pre-reading:
.The teacher refers to the title and the pictures that
deal with the text.
.The teacher elicits the learners' existing knowledge
about the text.
The teacher asks the students simple questions
about the reading text photos and title to guess
what they are going to read about.
During reading:
. The Learners do reading for skimming.
. The teacher monitors learners' comprehension.
. The teacher Verifies predictions and checks for inaccurate guesses.
. The learners do reading for scanning.
. The teacher checks learners' comprehension.
. 1-Learners do extensive reading for skimming to
get general ideas.
. 2-Learners predict and guess through the context.
. 3-Learners do intensive reading for scanning
to get detailed information.
Post reading :
. The teacher evaluates comprehension in a
particular task or area
. The teacher evaluates overall progress in reading.
. The teacher decides if the strategies used were appropriate.
. The Teacher modifies the strategy if necessary.
. Learners do storytelling, feedback, role playing and practice through electronic exercises.
. I monitor and check.
Students do not learn to read by reading aloud.
A person who reads aloud and comprehends
the meaning of the text is coordinating word
recognition with comprehension and speaking
and pronunciation ability in highly complex ways.
There are two ways to use reading aloud
productively in the language classroom:
1- Read aloud to your students as they follow
along silently. You have the ability to use
inflection and tone to help them hear what
the text is saying.
2-Use the "read and look up" technique.
A student reads a phrase or sentence silently
as many times as necessary, then looks up
(away from the text) and tells you what the
phrase or sentence says.
Dyslexia:
Decoding is a vital step in the reading process.
Kids use this skill to sound out words they’ve
heard before but haven’t seen written out.
The ability to do that is the foundation for other
reading skills.
1-Decoding relies on an early language skill
called phonomic awareness . (This skill is part
of an even broader skill called phonological
awareness.) Phonemic awareness lets kids
hear individual sounds in words (known as
phonemes).It also allows them to “play” with
sounds at the word and syllable level.
2-Decoding also relies on connecting individual
sounds to letters. For instance, to read the word
sun, kids must know that the letter s makes the
/s/ sound. Grasping the connection between a
letter (or group of letters) and the sounds they
typically make is an important step toward
“sounding out” words.
What can help:
Most kids pick up the broad skill of phonological
awareness of naturally, by being exposed to
books, songs, and rhythms. But some kids don’t.
In fact, one of the early signs of reading
difficulties is trouble with rhyming, counting
syllables, or identifying the first sound in a word.
To read fluently, kids need to instantly recognize words,
including ones they can't sound out. Fluency speeds up
the rate at which they can read and understand text.
Sounding out or decoding every word can take a lot of
effort. Word recognition is the ability to recognize whole
words instantly by sight, without sounding them out.
When kids can read quickly and without making too many
errors, they are “fluent” readers.
Word recognition can be a big obstacle for struggling
readers. Average readers need to see a word four to 14
times before it becomes a"sight word" they automatically
recognize. Kids with dyslexia, for instance, may need
to see it up to 40 times.
To understand what you’re reading, you need to
understand most of the words in the text. Having a
strong vocabulary is a key component of reading
comprehension. Students can learn vocabulary
through instruction. But they typically learn the
meaning of words through everyday experience
and also by reading.
The more words kids are exposed to, the richer
their vocabulary becomes. You can help build your
child's vocabulary vocabulary by having frequent
conversations on a variety of topics. Try to include
new words and ideas. Telling jokes and playing
word games is a fun way to build this skill.
Reading together every day also helps improve
vocabulary. When reading aloud, stop at new words
and define them. But also encourage your child to
read alone. Even without hearing a definition of a
new word, your child can use context to help figure it out.
Knowing how ideas link up at the sentence level
helps kids get meaning from passages and entire
texts. It also leads to something called coherence,
or the ability to connect ideas to other ideas in an
overall piece of writing.
Explicit instruction can teach kids the basics of
sentence construction. For example, teachers can
work with students on connecting two or more
thoughts, through both writing and reading.
Most readers relate what they’ve read to what they
know. So it’s important for kids to have background
or prior knowledge about the world when they read.
They also need to be able to “read between the lines”
and pull out meaning even when it’s not literally
spelled out.
Your child can build knowledge through reading,
conversations, movies and TV shows, and art. Life
experience and hands-on activities also build
knowledge.
Expose your child to as much as possible, and talk
about what you’ve learned from experiences you’ve
had together and separately. Help your child make
connections between new knowledge and existing
knowledge. And ask open-ended questions that
require thinking and explanations.
When kids read, attention allows them to take in
information from the text. Working memory allows
them to hold on to that information and use it to
gain meaning and build knowledge from what
they’re reading.
The ability to self-monitor while reading is also tied
to that. Kids need to be able to recognize when they
don’t understand something. Then they need to stop,
go back, and re-read to clear up any confusion they
may have.
There are many ways you can help improve your
child’s working memory. Skill-builders don’t have to
feel like work, either. There are a number of games
and everyday activities that can build working
memory without kids even knowing it.
1. Information-finding skills.
2. Deducing meaning by understanding word formation
and contextual clues.
3. Understanding grammatical [syntactic and
morphological) items..
4. Understanding relationships between parts of
text through cohesive devices.
5. Understanding relationships between parts of
text through discourse markers [for introduction,
development, transition and conclusion of ideas]
6. Understanding communicative functions of
sentences with and without specific markers
[e.g. definition and exemplification]
7. Understanding conceptual meaning in text [e.g.
comparison, cause & effect, audience & purpose]
8. Understanding stated ideas and information in text.
9. Understanding ideas and in a text which are not
explicitly stated.
10. Separating essential and non-essential content in text:
EX: distinguishing main idea from supporting detail.
11. Transferring information or knowledge from one
context to another [e.g. from science to engineering]
12. Skimming text [surveying to obtain gist]
13. Scanning text [reading for specific detail]
14. Taking notes from text like:
Extracting salient points for summary of specific idea.
Extracting relevant and related points from textfor summary.
Reducing text by rejection of redundant or irrelevant items
or information.
1-"Read to me" excises.
2-Story telling after reading.
3-Reading stories to share, participate, analyze
and synthesize.
4-Read for drawing and doing.
5-Reading stories, conversations and reports
with pictures and drawings.
6-Reading lesson texts and comprehension passages.
7-Reading letters, faxes and e mails.
8-"Read to me" exercises.
9-Reading to play roles and act the scenes.
10-Read about everyday life experiences.
11-Reading for repetition, expectation, imagination
and prediction.
12-Reading for repetition in rhyme and poetry in motion.
13-Read to talk or read to do feedback.
14-Visiting the library and reading for fun and
drawing or painting.
15-Reading for songs with music and for cooking
and shopping.
16-Reading road maps and looking up dictionaries.
17-Reading journals, telephone books and magazines.
18-Reading greeting and salutations cards.
19-Using TV for stimulating reading.
20-Read to match, complete, correct, comment
choose and summarize.
21-Reading to describe, compare, contrast,
criticize and evaluate.
View Other Resources:
1-Reader's Guide
3-Writing Skill.
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