[TYPE THE COMPANY NAME]

Reading
Comprehension
Strategies
IFIM, 2016

READING COMPREHENSION
STRATEGIES

1. Pre Reading - Define the Purpose of Reading

2. Tour the Text
3. Identify the Gist of the Text

4. Decide your Reading Strategy

5. Use Strategies of Speed Reading
6. Look up Unfamiliar Words
7. Read to understand the Facts
8. Read to Identify Different Levels of Text
9. Note the Facts of Importance
10.
Critically Read
11.
Mark Up as you Read
12.
Annotate your Reading

1. Pre Reading - Define the Purpose of Reading

1. Think of what you already know about the subject
2. Be clear about the output you want from your reading text
3. Before you read, think of some questions that you may want your
texts to answer

2. Tour the text

1. Scan the Structure of the document: index, headers, sub headers,
paragraph topics
2. Read the first and last paragraphs: Locate and read the
introduction and summary / outcome/ conclusion
3. Scan the body paragraphs: Identify the possible reasoning thread
or Main Idea in different paragraphs

3. Identify the Gist of the Text

1. What is the main idea / main principle of the passage?
2. What type of text is it? narrative/ descriptive / argumentative /
informative
3. Who was it written for?
4. What is the authors purpose of writing this text?

4. Decide your Reading Strategy

Arrive at a Reading Strategy for various parts of the text. You can either
Skim, Skip or Speed Read various portions of the passage.
1. Skim certain portions: When you skim through text your eyes will
only pick the most important words in a line and then your brain
does the rest.
2. Skip certain portions: There is no point in wasting your time
reading material that you wont get real benefit from. So, avoid the
filler text and try to find the main chapters/ parts where the most
valuable information is presented.
3. Speed Read the rest: Techniques used to improve one's ability to
read quickly. Speed reading actually increases reading
comprehension. Because you read several words at a time when you
speed read, you can pick up the meaning of words in context.

5. Use Strategies of Speed Reading

Many people read at an average rate of 250 words per minute. This
means that an average page in a book or document would take you 1-2
minutes to read. However, imagine if you could double your rate to 500
words per minute. You could zip through all of this content in half the time.
Speed reading actually increases reading comprehension. Because you
read several words at a time when you speed read, you can pick up the
meaning of words in context.
Another important advantage of speed reading is that you can better
comprehend the overall structure of an argument. This leads to a "bigger
picture" understanding, which can greatly benefit your work and career.
DOS AND DONTS OF SPEED READ
Stop Sub Vocalizing
At school, we were taught to read each word one by one aloud, and now
even if we dont read aloud, there is still a voice inside us that subvocalizes each word while reading. This is one of the key problems that
make us read not as fast as we want to.

Identify that internal voice and instead of sub-vocalizing, try counting 1, 2,

3etc. or humming while reading. Just glide through the words with your
eyes. Reading blocks of words also helps, as it's harder to vocalize a block
of words. The important thing here is to keep practicing this as much as
you can and whenever you find yourself sub - vocalizing just replace it
with counting or humming.

It takes time to do this perfectly because youll always go back to the old
habit, but keep practicing and youll get used to it. Eliminating subvocalization alone can increase your reading speed by an astounding
amount. Otherwise, you're limited to reading at the same pace as talking,
which is about 250-350 words per minute. The only way to break through

this barrier is to stop saying the words in your head as you read. If you
move your lips as you read, hold a finger against them.
Stop Backtracking
One of the biggest problems that average readers face is going back and
re-reading previous lines. Backtracking will slow you down a lot. To reduce
the number of times your eyes skip back, run a pointer along the line as
you read. This could be a finger, or a pen or pencil. Your eyes will follow
the tip of your pointer, helping you avoid skipping back.

They important thing here is to stay focused on what youre reading, so

that you dont have to go back and read the same lines again. With time,
youll train your eyes to stop backtracking without having a need to use
the finger all the time.

Read Clusters of Words

After you overcome the problem of sub-vocalizing words while youre
reading, you need to learn how to read clusters of words. Our eyes can
focus on 3-4 words at a time, so try grouping words and focus your eyes
on those groups instead of single words. Slow readers tend to focus on
each word, and work their way across each line.

To overcome this, "soften" your gaze when you read by relaxing your
face and expanding your gaze, you'll begin to see blocks of words instead
of seeing each word as distinct unit. As you get good at this, your eyes will
skip faster and faster across the page. The eye can actually span about

1.5 inches at a time, which, for an average page, encompasses four or five
words.
When you get close to the end of the line, let your peripheral vision take
over to see the last set of words. This way you can quickly scan across
and down to the next line.
Skip Small Words
Each word requires a different amount of time to process. In fact, some
words can be skipped without losing the meaning of the sentence. Avoid
focusing on words that dont give any specific information, such as, and,
a, an, theetc. Your brain will automatically pick these up and connect
everything.
Not every word is equally as important. Some words are critical to
the sentence and cannot be removed, while others can be
removed without much loss in meaning. One key to speed reading
is learning to identify and prioritize your focus on those important
words.
Notice how you still managed to pick up the unimportant words without
looking directly at them? Thats because they require so little processing
power to comprehend that you can still read them without looking at them
directly.
Optimize Reading Distance
Generally speaking, it is easier to speed read by increasing the distance
between your eyes and the text. This is because:
1. Your field of vision expands with distance, meaning you can fit more
words can fit in your effective field of vision
2. Your eyes travel less, so you can cover a larger distance with less
eye muscle usage

Want to know your current reading speed? Pick up any book and do the
following:

Setup a timer for one minute

Mark the line you started reading

Start reading and stop when the minute is up

Mark the line where you stopped

Number of lines Count the number of lines youve read

Number of words per line Take the second line and count the
number of words in this line (including short words like I, and, etc)

Number of lines X Number of words per line = WPM, your words per
minute reading speed.

According to Forbes

Third-grade students = 150 words per minute (wpm)

Eight grade students = 250

Average college student = 450

Average high level exec = 575

Average college professor = 675

Speed readers = 1,500

World speed reading champion = 4,700

Average adult: 300 wpm

http://www.staples.com/sbd/cre/marketing/technology-research-centers/ereaders/speedreader/

6. Look up Unfamiliar Words

As you are speed reading underline and highlight, make notes, and list
unknown vocabulary words as you read.
7

USING CONTEXT CLUES TO UNDERSTAND WORD

MEANINGS
When attempting to decipher the meaning of a new word, it is often useful
to look at what comes before and after that word. The surrounding words
can give readers helpful context clues about the meaning and structure of
the new word, as well as how it is used.
1.

Understand the meaning through context - look at surrounding

words
2.
Look for signal or directional words to help understand identified
word
For example, consider this sentence: The radiance of the electric light
display almost blinded the audience. To determine the meaning of the
word 'radiance,' one can identify other words such as 'electric,' 'light,' and
'blinded' as clues. Considering the word's part of speech, a noun, also
helps to determine meaning.
Another Example:
"They are still seeing the optimistic, charmingly loquacious teenager."
Look before, at, and after the word. We know the words charming and
optimistic are positive traits, and that loquacious is another adjective
describing the teenager. Look at the next sentence.
"She was constantly on the phone for hours at a time."
"Loquacious must mean really talkative-but not in an obnoxious way."
TYPES OF CONTEXT CLUES
Context Clues can come in various forms.
a. Definition of the word embedded in the text: The factory supervisor
demanded an inspection which is a careful and critical examination of all
of the meats processed each day.
b. Synonym or Antonym in a word, phrase, sentence, or paragraph
around the word

Antonym (or contrast) - often signalled by the words -whereas,

unlike, or, as opposed to
Synonym (or restatement) - other words are used in the sentence with
similar meanings

The boxes weren't exactly heavy, just cumbersome, unlike the easyto-carry bags with handles. (antonym) (Here cumbersome can be
figured out from its antonym, easy-to-carry.)
The slender woman was so thin her clothes were too big on her.
(synonym)

c. Example that helps define the word: The builder decided that
the house could be built on a number of sites, for example, along a
wooded path, near the ocean, or atop a mountain.

d. Restatement of the word or idea: Gary Paulsen writes books

that appeal, or are of particular interest, to young adult readers.
RECORD PASSIVE / ACTIVE
VOCABULARY
Words and word groups that are highly relevant and which you feel you
can use when speaking are your active vocabulary.
Words and word groups that you understand but would not be able to use
when speaking or writing are your passive vocabulary
MAKING CONNECTIONS
A crucial tactic in effectively learning vocabulary is finding a personal,
relevant connection to words. When people can make a clear link between
a word's definition and something familiar to themselves, they will be able
to remember and use the word more readily.
Take the word 'ambivalent.' It means 'undecided' or 'unsure.' Making the
connection that your friend was ambivalent about accepting a job in
Amherst would help you recall the word even when it was used in a
different context.
Record Unfamiliar Vocabulary
1. Identify unfamiliar nouns and verbs in reading material - underline,
highlight, and list
2. Look up meaning using an online dictionary/ thesaurus
3. Learn synonyms for the newly acquired word
4. Look at the grammatical structure of the identified vocabulary
5. Transfer new words into a Vocabulary book
6. Classify new words into Active or Passive vocabulary

Word:

Passive / Active:

Dictionary Meaning:

Sentence:

Word Forms:

Synonym:

Connection to you:

7. Read to understand the Facts

A non-critical reader might read a history book to learn the facts of the
situation or to discover an accepted interpretation of those events. A
critical reader might read the same work to appreciate how a particular
perspective on the events and a particular selection of facts can lead to
particular understanding. To non -critical readers, texts provide facts.
Non-critical or pre critical reading is concerned with recognizing what a
text says about the topic. The goal is to make sense of the presentation as
a sequence of thoughts, to understand the information, ideas, and
opinions stated within the text from sentence to sentence, paragraph to
paragraph.
The reader engages with the material on its own terms, not commenting,
challenging or drawing comparison with other sources. The emphasis is
simply on being able to describe and explain what the material says. The
knowledge is not treated as contestable.

8. Read to Identify Different Levels of

Text
Main Idea

Key Points

Supporting Details
1. The main idea is what the text is about
2. Key points are arguments or information that is used to support the
main idea
3. Key points may be developed or elaborated with supporting details
The paragraph is a related group of sentences that develops one Main
Idea. It should contain a Topic Sentence that clearly states the Main or
controlling Idea. It should then contain Supporting Sentences to explain
and develop the Key Points that are being made.
In most instances, your Key Points should be supported by some form of
evidence from your readings or examples drawn from the subject area.
The Supporting Details could be an analysis, implication, significance or

10

impact. The Concluding Sentence restates your point, or acts as a

Transition to the next paragraph.
1. Identify the Main Idea of each paragraph introduction
sentence and conclusion sentence
2. Highlight the different levels in the paragraph- topic sentence
(main idea) , supporting sentences (key points), supporting details
3. Infer the meaning of connecting word for ideas
Reasoning of the passage is changing direction - but, however,
in contrast, even so, although, while, nonetheless, yet, on the
other hand, in spite of, despite, whereas, surprisingly
Building on similar thought and, also, in addition, plus, what is
more, further, for example, since, because, indeed, similarly,
Important part essentially, ultimately, importantly,
fundamentally, primarily, necessarily, chiefly

9. Note the Facts of Importance

The writer may have given certain facts more significance. In order to do
so, writers use Signal Words to draw the attention of the reader to a
certain fact. The Signal Word also goes onto to show the relevance of the
fact to other facts or to the topic as a whole.
Identify Signal words in the passage and ascertain the meaning it lends to
a fact.
SIGNAL WORDS
Emphasis Words
Among the most valuable signals for you to know are emphasis words,
through which the writer tells you directly that a particular idea or detail is
especially important. Think of such words as red flags that the author is
using to make sure you pay attention to an idea.
important to
note

the main value

most of all

a significant

a primary

factor
most noteworthy

concern

especially

remember that

a key feature

a major event

valuable
a vital force
the chief

the principal

pay particular

outcome

item

attention to

above all

a central issue

a distinctive

especially

quality

relevant

11

the chief factor

should be noted

the most
substantial issue

Addition Words
Addition words tell you that the writers thought is going to continue in the
same direction. He is going to add on more points or details of the same
kind. Addition words are typically used to signal enumeration.
also

another

finally

first of all

for one thing

furthermore

in addition

last of all

likewise

moreover

next

and

second

the third reason

Comparison or Contrast Words

Comparison words signal that the author is pointing out a similarity
between two subjects. They tell you that the second idea is like the first
one in some way. Look over the following comparison words.
like

likewise

just

equally

in like manner

in the same way

alike

similarity

similarly

just as

as in a similar
fashion

Contrast Words
Contrast words signal a change in the direction of the writers thought.
They tell you that the author is pointing out a difference between two
subjects or statements.
but

however

in contrast

yet

differ

difference

variation

still

on the contrary

conversely

otherwise

on the other

12

hand

Illustration Words
Illustration words tell you that an example or illustration will be given to
make an idea clear. Such words are typically used in textbooks that
present a number of definitions and examples of those definitions.
for example

to illustrate

specifically

once

for instance

such as

Cause-And-Effect Words
Cause-and-effect words signal that the author is going to describe results
or effects.
because

therefore

so that

cause

reason

effect

thus

consequently

since

as a result

if . . . then

result in

10. Critically Read

Learning how to read critically involves becoming actively engaged in
what we read by:
1. developing a clear understanding of the authors ideas
2. questioning and evaluating the arguments and evidence provided to
support those arguments
3. forming our own opinions

Critical reading is an analytic activity. The reader rereads a text to

identify patterns of elements -- information, values, assumptions, and
language usage-- throughout the discussion. These elements are tied
together in an interpretation, an underlying meaning of the text as a
whole.
It is important to ask yourself what the writer wants you to believe and
whether the reasons and supporting evidence convince you of this
viewpoint.

13

Examine the credibility of the facts as well as the line of

reasoning that ties the facts to the main assertion.
Ask How? Why? And So What Questions: Dont just read to
understand what the writer is saying; read to figure out how, why, and so
what. These are the deeper analytic questions.
Look for the Elements of Reasoning: Having recognized what a
text says, a critical reader reflects on what the text does by making such
remarks. Is it offering examples? Arguing? Appealing for sympathy?
Making a contrast to clarify a point?
Assess between paragraphs (think of the read paragraph before
moving on)- review / reassess/ anticipate
1.
2.
3.
4.
5.
6.
7.
8.

What does the title mean?

Why does the writer begin the text this way?
What is the writers main point?
Why did the writer make that argument?
Why did the writer use that example?
Are the facts believable?
Are you convinced with the writers view?
Focus on reasoning structure Why, Who, What, When, Where, How,
Why
9. What does the text as whole mean?
These questions can be at the:
1. Literal level (Why do the leaves turn red and yellow in the fall?
answer in the text)
2. Interpretive level (Why do you think the leaves needs water in
autumn?)
3. Applied level (How much water should you give it?)
Differentiate between Facts and Opinions
An important aspect of critical reading is to be able to distinguish between
facts and opinions, because opinions are not reliable unless supported by
references to research or other evidence, or to other writers who provide
such evidence.
A fact is a provable statement. It can be shown to be true or false without
any doubt, usually through some indisputable evidence like a
measurement or an observation. For instance, it is a proven fact that the
Civil War occurred from 1861-1865. You can look it up in any history book
and find the same dates.

14

An opinion, on the other hand, expresses a personal belief, idea, or

feeling that is not provable. Often, authors present good evidence to
support their opinions, and you may even be convinced that they are true,
but you still can't prove it definitively.
You might think, for example, that Robert E. Lee was the best general in
the Civil War, and you might present some good reasons to defend your
idea, but you can't prove it beyond a doubt. Someone else might say the
same about Ulysses S. Grant and also offer convincing evidence in
support.
FACTS
Facts are statements that can be proven. Facts may be true or false. But
facts can be proven.
Examples
1. Statistically, women live longer than men.
2. Most buses weigh more than most cars.
3. There are ten inches in a foot (false).
OPINIONS
Opinions are statements that cannot be proven. Opinions can be argued.
Opinions may be supported with facts. Opinions cannot be proven.
Examples
1. Golf is boring.
2. Pizza is delicious.
3. Math is the hardest subject.
Opinion which is a Fact
1. According to sales records, strawberry ice-cream is the worst selling
of all flavors.
2. Therefore, we can conclude that strawberry is the least popular
major ice-cream flavor.
3. This is because strawberry ice-cream does not taste as good as
vanilla and chocolate.

11. Mark Up as you Read

Understanding work that is challenging requires close readingone in
which we make decisions about what the text means as we read it, keep
track of the authors ideas and points, and connect these new ideas with
what we already know. Marking up the text while we read facilitates this
process.
15

Use Notational Symbols

1.
2.
3.
4.
5.
6.
7.
8.

Brackets around main idea in each paragraph

Circles around connecting words
Underline key factual points
Put ev against evidence
Highlight new concepts and definition
Question mark against unclear points
Connect to already known information
Do not underline a complete sentence underline key words and
phrases
9. Use the same system of symbols, marks or notations for everything
10.
Connecting Word - Also, add a connecting word yourself
between paragraphs - To show the logical flow (and / but/ because)
as this will help you connect all the main ideas into a summary

12. Annotate your Reading Shorthand

Summaries
Shorthand Summaries
A summary of a paragraph is a short account of the central ideas of the
text. Summaries are not a place for Opinions, Background knowledge,
Personal information
Summaries should be: Main Idea + Key points + New Definition +
Own Inference + Connection to other information

Should be a complete sentence or two

Should cover main idea and key points
Should add in your inference
Should be in your own words
Shouldnt just be a word or two

Writing Own Inference

Your involvement as a reader is not limited to highlighting and underlining
the authors words. Writing your Own Comments in the margins as
you read is a process called "Annotation." This is your chance to
reflect on and challenge the meanings of what you read; record your
questions and objections, draw comparisons and comment on
discrepancies.

16

One of the most effective ways of actively engaging with your reading is
to make notes as you go along linking points, pulling out key snippets of
information etc. By writing notes, in your own words, you will be forced to
think about the ideas that are presented in the text and how you can
explain them coherently. The process of note-taking will, therefore, help
you retain, analyze and ultimately remember and learn what you have
read.
Writing down Definitions
Annotation also includes writing down definitions of words or terms that
you come upon that are not already familiar to you. You also may choose
to rearticulate or summarize an idea or argument to clarify it.
Try to put the authors ideas into your own words when you take notes on
or refer to them. This will help you to understand and remember what you
have read.

Use Graphic Organizers to organize your

notes
There are two main ways of making notes: writing Linear Notes and
drawing Mind Maps.

Organise notes into Charts /Lists/Timelines etc. to record main

points OR
Make a Mind Map to connect and cluster points

LINEAR NOTES
Linear notes can include headings, colors, numbering systems and
abbreviations.
Paragraph 1 - Anthropology study of sickness of human beings

Examples greed, deception, violence, patriarchal domination

o a. Individual level: personal problems, mental health issues
o b. Collective level: war, racism

Paragraph 2 - Anthropology Origins

o a. Decline
o b. The Fall: evolution from hunter-gatherers (6,000 years
ago) divorce from true nature.

17

Paragraph 3 - Anthropology pessimistic view challenges

o a. Religious beliefs
o b. Belief in individual autonomy
o c. Belief in positive aspects of human beings
Paragraph 4 - Anthropology important academic discipline addresses
o a.Global issues failure to address could lead to downfall of
human race.
o b.Individual issues genetic causes.
MIND MAPS
Mind maps show brief notes around key concepts or main ideas. They
show the relationships between ideas clearly. When you write up your
assignment from a mind map, you are more likely to use your own words
and avoid plagiarism. You can produce a mind map by freehand drawing
on paper or on your computer using mind mapping software.

18