Nikolia Vika Fideles HI12 10967974 Types of reading: 1. Scanning
This is looking over a text quickly to get a specific piece of information. 2. Skimming
Looking over the text quickly to get a general idea of the content. Your eyes move quite fast, taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs. 3. Sub-vocalisation
This is reading very slowly and methodically, either saying the words out loud or at least with a ‘voice’ in your head. It is painstaking but very slow. We tend to use it when trying out a recipe for the first time, or carrying out instructions as to how to assemble something we’ve bought. 4. Light Reading
This is reading fairly quickly without concentrating too hard or worrying about every single word. We often use it when reading an enjoyable novel. 5. Study Reading
Study reading involves thinking about what is being read so that it is understood and can be recalled. It needs to be worked at, with time for reflection, thought, analysis, criticism, comparison, notes made, points highlighted and emphasised, arguments followed and evaluated, the whole summarised. The reading process and reading efficiency Reading is the translation of symbols, or letters, into words and sentences that then have meaning for the individual looking at them. The reader must follow a sequence of symbols arranged in a particular way - in English from left to right, in Hebrew from right to left, and in Chinese from top to bottom. What happens physically when we read? It is quite common to think that the eye glides along a line, from left to right, and then zips down to the start of the line below, in one smooth, unbroken movement. Other students assume that we take in one word, understand it, and then move on to the next.
You can study how people read quite easily. Ask a friend to look at a book, preferably one produced with large print, and to read it, holding it just below their eye level. Now watch their eyes. You will notice that, rather than making one smooth sweep across the page , their eyes move sporadically, going forward with a jump and then pausing. This sort of ‘jumping’ movement is known as saccadic movement. This stopping and starting type of movement is essential, since the eye can only take in information when it is not moving. When the eye is motionless, it takes in part of a sentence and then moves on to the next part, so that, in fact, we read sentences in small chunks. In addition, you may notice that your friend’s eyes actually go back and look at something that they have already read before returning to their current place in the text. This regression, as it is known, aids the reader’s understanding, as they revise their understanding in the light of new information. Regression used to be disapproved of, but it is now realised that it plays an important part in effective reading. Students sometimes find that it takes them a long time to read academic work. It may be that they are not clear why they are reading the piece. However, some people read the words out loud to themselves as they go. They are trying to give the text its importance, but they are slowing reading speed down to talking speed. Even following the words with your finger or a pencil can slow you down. The best way to improve your reading speed is simply to practise under timed conditions. Students who have practised reading faster in this way for just an hour a week have shown average improvements in speed of 50% during a ten week term. Nor does this mean that they have understood less. On the contrary, because they are concentrating on the meaning of the text they are studying, they show a marked increase in comprehension in addition to their dramatic increase in speed. Guided Reading Techniques Whether you are reading a textbook, comic book, study guide or a letter from a good friend, you can use guided reading techniques to enhance your comprehension of the written word. Using guided reading techniques, use the following format to capture the core learning objectives of what you're reading. Assignment: Book: Romeo and Juliet
1. For each chapter of the book "Romeo and Juliet" write a summary description of at least 3 visual aids from each chapter (locations, descriptive narratives, family trees etc). See the example from Chapter 1 below:
* Description of geographical location of homesteads for both Romeo and Juliet * Social lineage that defines the family lines for both characters (draw family trees) * How Romeo and Juliet were bought together as friends first (narratives) 2. Pick out the main ideas for Chapter 1 and list at least two details that support the main ideas. * Main Idea #1 Romeo and Juliet come from opposing family lineages * Details-see family tree and facts from the book * Main Idea #2 Romeo and Juliet are socio-economically wealthy back in their time period * Details-where they live and how they live * Main Idea#3 Both families don't want Romeo and Juliet to meet each other. * Details- Narrative on pages 23 and 24 support main idea premise 3. Create a graphic organizer to sequence the main ideas listed above in order of occurrence. For example Detail #2 would be first, then Detail #3 next and Detail #1 last. 4. Have students write a summary paragraph for Chapter 1 supporting or refuting the main ideas and details listed in #s 2 and 3.0
Sources: www.wikepedia.com www.distancelearning.com www.boostup.org
