sitsi2019 Block 3 Unit 2 Reading : Concept and Types Tis isthe HTL version fhe fle htpnewecbhojrtualunversycombnB.d_SLWndted3u2 pt. Google autamatcay ganerates HIME versions of documents ewe eral he wed. “Tp To ay re your sare tam on this page, press CUA or IEF (Mac) and use the i ba Page 1 Block 3 Unit 2 Reading : Concept and Types Structure 210 Introduction 21 Objectives 212 Reading: it meaning 2.3 Types of reading 23.1 Loud 232Silent 2.3.3 tensive 2.3.4 Extensive 235 Supplementary 214 Techniques to increase speed of reading 2.4.1 Prasing 24.2 Scanning 24.3 Skimming 2:44 Key word teaing 2.5 Reading comprehension in the elassoom 26 Let us sum up 2.7 Questions for reflestion 2.8 Answers to check your progress 2.9 References and suggested reading hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bho)vitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf 21sitsi2019 Block 3 Unit 2 Reading : Concept and Types Page 2 2.0 INIRODUCTION event changes have been done in the syllabus of “Teeching of English’, the change was welcome sit was thought to inculeate some essential qualities and sills in the pupil: teachers so that they. sight overcome several of thor ishibitions inorder to emerge as excellent teachers in their professional life ‘Gonerally, pupil-teachers do not read widely, which limits their knowledge disatrousy, having adverse impact on their profesional exc lence. With the introduction ofthis topic, it would become necessary for pupil-teachers to undertake study of diferent types of text with a purpose of review, analysis and synthesis, for overal interpretation and adaptation. This unt will come to their ‘The present unit deals with concept and types of reading, we will discuss the techniques to increase speed of reading. And we will also discuss ~ reading comprehension inthe classroom. 2.1 OBJECTIVES After going through this unit, you wil beable to + Understand different reading skills + Understand the reading process + Grasp technigues to improve reading skills + The sim iso enable the students to improve and command over English and increase comprehension ofthe texts 2.2 READING: ITS MEANING Reading is one of the most useful skills in earning foreign language. I serves as means by ‘whieh the “unbounded field of knowiedge” les open before us and we ate able to know new facts and relationship, Francs Bacon was very correct when, in one of his essays ‘Our Studies” the wrote, "Reading maketh a fll man... According to Gray, "Reading is a form of “experience.” Indeed good reading habits promote ‘se education’ which helps inthe ‘modification of personality, Reading, trans our mind and broadens our outlook. IFone has ‘developed a taste for reading in schoo! days, he will realize that nothing but reading is the best uslization of his hours of leisure, ‘Of ll the linguist sil, reading is perhaps one tat requires our attention most and lacking ‘whieh we find tha there are great retardation in reading activities of our pupils. Page 3 Reading isa complex communicative proces of receiving and interpreting the writen words. It hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bho)vitualuniversity.comisIm/B.Ed_SLM/bedteb3u2.pdf 21sitsi2019 Page 4 Block 3 Unit 2 Reading : Concept and Types involves recognizing what is writen and comprehending the matter, tha is, understanding the ‘main and subsidiary points as well as links between diferent parts ofthe writen materia While ceiving and interpreting the writen word, the reader is concemed with four factors, ie ‘decoding, comprehending, text analysis and response Decoding or interpreting in reading refers tothe process of changing the coded message into {nformaton. As i involves understanding the writen language, it requires the ability to recognize words accurately, and the manner in which words ae used in varying contexts. A ‘written message can be decoded only if we know the language in which the message is ‘encoded, ‘Comprehension in reading refers to the identification ofthe central theme, ain ideas, supporting details and writing patterns. ‘After decoding and comprchending the literal meaning ofa writen message, its significance is evaluated and appropriate conclusions are drawn fom i ‘Text analysis is essential for critical and evaluative understanding of a text Text analysis refers to the process of identifying relationships among different units within the text in order to distinguish between relevant and iclevant information, explicit and implicit information, facts and opinions, examples and ideas and draw inferences and conclusions Response is our ation or reat isthe last step of reading, Our response 1a txt depends largely on our coeret understanding and evaluation ofthe text, We may immediately espond tothe message, as inthe ease of -reaing he letter, memo, an e-mail message. Though in some text, we may need to ‘remember the information so that we are able to use i ater o the written message It completes the reading process ait ‘The reader reads “The reader interprets The reader ‘The reader Jeers and focuses the message and critically examines responds ‘on hem inorder to understands its and evaluates tothe change the coded litera meaning. ‘The message message message ito information, Decoding Comprehending ‘Text Analysis Response “There is no denying the fact that education i lifelong process. The habits which are cultivated during schooldays, reading is one of which, helps to mould the entire life ofa person. The benefits of reading are many, gaining knowledge, rereation, sel education, gaining ‘experience are some ofthe benefits of reading 2.3 TYPES OF READING Why do we read? ‘There are two main reasons for reading + Reading for pleasure, + Reading for information (inorder to find out something or inorder toda something hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf 31sitsi2019 Block 3 Unit 2 Reading : Concept and Types ‘with the information you ge) How do we read? ‘The main ways or types of reading are a follows: 1. Loud reading 2. Silent reading 5. Intensive reading 4 Extensive reading 5, Supplementary reading Lotus discuss thems in det |. Loud reading This is also known as orl or aloud reading Loud reading shouldbe introduced ater the students have been given some taining in two months on the points concerning pronunciation, intonation, sess, pitch and athe aspects of spoken English. According to WMRyburn, "There is very litle real reading dase in English, Pat of dificult is that English is foreign language, butte chief dificult is found inthe fact that pups are not ght to read aloud properly in their mother tongue.” Following exercises will help students 1 Exercise with pace and pause Read aloud from a newspaper ora book, Just before you runout of breath, say aloud , pause and I breathe. Take time to inhale, and let your breath deop low, a iio your stomach, Then continue reading on the out breath. Everytime you need to breathe, say the words, I pause and I breathe”. Continue the exercise until you fel comrtabe using the phrase, end are breathing deeply and regulary. Using a tape recorder can help to monitor this. Then continue reading aloud, bt this time say the phrase, ‘I pause and I breathe" silently in your mind. 2. Correcting your pitch range + Practice changing up and down within the space ofa few words, Take the statement “Tea fo hat’, and say it in four diferent ways ean do that Page 5 ean do that ean do that can do that + Practise using pitch to reflect the emotional content of your speech, Practise saying cach ofthe following statements twice in suovessin: frst, as Daly as you can: then 1s emotionally as you can, using pitch to express emotion. ‘Congratulations! A new job! Please don’t kick the cat. 1 won't go. Never: Don't ever ask me a ‘That's an interesting thought 5, Articulation — turning voice into speech ‘What tums voice into speech isthe action of the speech organs ofthe head, These are hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bho)vitualuniversity.comisIm/B.Ed_SLM/bedteb3u2.pdf 421sitsi2019 Pages Block 3 Unit 2 Reading : Concept and Types + The tongue- both the tip and the back ofthe tongue ae wed to produce diferent sounds +The lips + The soft palate this is movable; + The hard palate this is immovable; ties infront of the soft palate ofthe tp ofthe at he back ofthe roof ofthe mouth mouth, +The dental ridge this is just behind the upper fon: teth, The jaw Exercise with vowels ‘To improve the quality of your vowels, practice speaking loud a vowel sequence; Hoot, hook, hawk, hot, heard, hut, hard, hee, hid, head, hand. Hoe, how, ahoy, hay, high, hair, ere, hire, hour, shower Objectives of loud reading 1. To enable the students to read with correct pronunciation, articulation, intonation, sess, Pitch, pause, pace and shythm, 2, To enable the students to read with expressions 5, To enable the students to understand the meaning of spoken words, phrases and sentences 4.Inthe words of Ryburn, “To test the pupils knowledge of English words and phrases and ‘whether they know how to pronounce them, how to phrase words, how to articulate clearly. Thats, reading aloud i atest as well as e practice.” objective of loud reading is o develop inthe students a deste fr silent Process “The process of loud reading is executed in two steps: 1. The teacher reads a sample passage with comect pronunciation, intonation, stress, rhythm and pauses if the pupils require repetition of model reading, the teacher should do 0. But they should not be aeustomed to it.The twain the auditory nerves ofthe students. In the opinion of De. West, "Until the pupil can read, the teacher isthe sole source of the language. He slike the mother bind puting gobbets of English inthe open beaks of his pupil 2 Students should read loudly. Here, the teacher should correct the pronunciation and he should correct the students wherever necessary, but it should not be done in Between but ‘flr the pupil finishes the reeding. While reading plays, puple should be assigned roles and ofthis sample or model reading isto they should rea their respective roles, The standard of reading aloud can be raed with the raising ofthe level of the students, Poetry recitation can be done. Speedin eading along with accuracy should be emphasized at senior level whereas at junior level only accuracy is demanded, Precautions The following precautions should be exercised while carrying out the act of loud reading 1. The students should be asked to maintain accuracy and not speed. Speed will come with practice, but accuracy once las wl be dificult o regain, 2, The passage for reading should be witha the compechension power ofthe stdeats, 5, Reading loud should be done om individual basis so that her individual pronunciation and other aspoes of reading are checked, Group reading docs no good a teacher is unable hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bho)vitualuniversity.comisIm/B.Ed_SLM/bedteb3u2.pdf 521sitsi2019 Page 7 Block 3 Unit 2 Reading : Concept and Types {o point out errors. 4, The posture of the students shouldbe right. The relationship hetween head and nec is ‘most important fora alaneed posture, Advantages of loud reading ‘Loud reading has the following advantages: 1, Made! tsching by he teacher helps the students to know the correct pronunciation and sethod of reading. 2. It develops the skil of speech and giving lotures, 5. Ithelps in cradicating the mistakes related to pronunciation ofthe students, 4 Itai the sensory ongans—eyes, ears and mouth because in loud reading, they workin coordination 5. Itmakes students learn by imitation which isa natural method of learing things by the children. Disadvantage of loud reading The disadvantage of loud reading can be the following: 1 ‘Some scholars, including E.W.Manze, are ofthe opinion that loud reading is not a source of pleasure 2. Ifa student becomes habitual to loud reading, he cannot become an extensive reader. 3. Loud reading does not help in penetrating the meaning, A.W. risby says, “The danger of {0 much reading aloud is that it may lead to the short circulating of the meaning, whereby the written word doesnot convey meaning but becomes merely a symbol forthe collection of sounds and is traslated straight in sound.” -4In public places like library and reading -rooms only silent reading is allowed. Some scholars lke PGurrey have not recommended loud reading. But the advantages of loud reading are more stg. So, we cannot dispense with loud reading in cary stages 2. Silent Reading Silent reading is considered tobe the best kind of reading asthe mind is flly engaged in this act. The children should be initiated into reading silently as soon as they have ‘mastered some degrec of fucney of reading aloud. Morrison has aid," Loud reading by students shouldbe followed by silent reading.” Mehta has sid, "We: I ead faster than we speak and children must he initiated into the silent reading habit as carly as possible." Objectives of silent reading ‘The objectives of silent reading are: 1. To enable the students to read silently, without making any kind of sound but not moving even their ip, so that others are not disturbed 2. To enable the students to fetch them ead specily, easily and fluently. 3. To enable the students to na only read but als fo comprehend or understand things, ideas or meanings side by side ‘4. To expand the reading vocabulary ofthe students 5. One ofthe most important objectives of sient reading is to develop in the students the way fo enjoy and recreate themselves. According to Ryburn, The aims of silent reading are hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bho)vitualuniversity.comisIm/B.Ed_SLM/bedteb3u2.pdf etsitsi2019 Pages Block 3 Unit 2 Reading : Concept and Types pleasure and profit; tobe able to read for interest and to et information.” Process Inthe initial stages of introducing silent reading when the vocabulary of the students has not developed much, the teacher can give the summary or gis of the paragraph or text to them, so thatthe students ae able o understand and interest is developed in ther, Inthe ‘words of Ryburn, "He should test what the students have gained from what they have read by questions on the subject matter. Another good way of teaching is to get pupils o give the substance of the paragraph they have rad” ‘The length and difficulty ofthe given passage should be according tothe level of the students ‘To say that reading is silent end personal activity does not imply that tony Tends (o individual work. On the contrary it is particularly interesting to encourage comparisons betwoen several interpretations of text which wil lead to discussion and properly a need to refer back wo the text 9 check, Here are possible step «Silent reading followed by an activity which each student does on his own, 'b) The students now work in pars, each one is trying to justify his answer, The group shoul tay to agree on one answer of interpretation, ©) The groups exchange partoers and studen's compat their result 8,4 general discussion involving the whole class may follow. Precautions ‘The following precautions should be exercised while carrying out the act of silent reeding 1. The silent reading should be started only when the children know really wall bout the basi structure of English sentences. 2.The chiren canbe triggered in silent reading only after having got the ability of pronouncing words Advantages of silent reading Silent reading as the following advantages 1, Silent eading ia quiek way of reading through passage, Silent reading saves time and ener. 2, The students find it an interesting way of reading, 3. According to Mehta, It acts as a deterrent against the tendeney so common amongst bbeinners to translate what they read in English into their mother tongue." 4, Silont reading is of great value in te practieal life even after the school lif, Iehelps in higher clases asthe students have to comprehend the vast resourees of textbooks for ‘comprehension and examination purposes. 5, According to Ryburn,” I cnables attention and energy tobe concentrated on mesning and soit saves a division of attention resulting in a greater assimilation of information.” Disadvantage of silent reading ‘The disadvantage of silent reading canbe the following: 1. Silent reading does no suit beginners 2 hardly introduces the students with pronunciation. Though the students pronounce in their minds, but the mistakes of the students cannot be corrected by the teacher. hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bho)vitualuniversity.comisIm/B.Ed_SLM/bedteb3u2.pdf 721sitsi2019 Block 3 Unit 2 Reading : Concept and Types Pages 3. tis cul to find out ithe students sre really reading or at just looking atte text with the thoughts wandering ‘We need to improve our visual perception skis and ability to identify words and Phrases. Fye reading makes reading fst, efficient and result oriented, Silent reading is an end in tse as it makes posible fr us to read wide and intensive, Is benefits are numerous and should not be discouraged looking at is dissdvantages. 3. INTENSIVE READING Intensive reading is a detailed study ofthe prescribed text inorder to train the students isan important aspect of language taching, ic, reading. According to Jesperson,” ‘To keep them occupied withthe text repeatedly in such a way that they do not lose sight in the meaning, so that they may thus become so familiar wit cat lst dat they know it almost or entirely by hear, without having been directly required to commit it to memory.” ‘The teacher has o careflly plan teaching of intensive eading ait plays an important role, not oaly in examination but also in practical ie as wel, Intensive reading: reading shorter texts, fo extract specific information, This is more an accuracy activity involving reading for detail Objectives of intensive reading ‘The objectives of intensive reading are: 1. The aim is to make a detailed stay of words, phrases, word order and expression, thus catirely dealing withthe sentence structure. 2. The sim i to enable the students to comprehend the text is sense and meaning. 3, The aim isto enable the students to improve and command over English and increase ‘comprehension ofthe texts that they come aross with expanding Vocabulary 4. encourages the students to gather information from the tex. Process The process of intensive reading is very important and necds careful planning by the teacher. Acconding to Dave Singh,” Teachers fllow their own method: for afterall, teacher is the principal method, Much depends on his personality, expression, initiatives, drive, devices et, However, sil there are broad steps ina lesson which no intelligent teacher can afford to miss without detriment to his eficeney of teaching.” Page 10 “The steps of teaching intensive reading are as under: hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf 81sitsi2019 Page 11 Block 3 Unit 2 Reading : Concept and Types 1) Selection of the topic is one ofthe most important steps in beginning to teach intensive reading 2) The second step is introduction tothe topic. Any ofthe two methods canbe used ~ firs introduce the topic tothe students in an interesting description so as to arouse ther interest; or secondly , (0 test the previous knowledge ofthe student by asking them question on the topic ora related subject. 3) After this, thet an have acquaintance with the passage cher presents the tex othe student in his own manne, so that the students 4) Now the teacher gives a model eading. Model reading by the teacher isan essential part of intensive reading and must aot be ignore, According to Morris, or «considerable pat of @ course its strongly advisable forthe teacher to give a model reading ofthe fresh text, exploiting its dramatic possibilities" '5) The next step is reading aloud by the studenss. They shouldbe invited to read aloud one by one, preferably sterting from the bright students and going down to the weak students. The teacher should correct their mistakes in pronunciation, sires, pitch ete, The purpose ofthis exercise is to ‘overcome their mistakes and hesitation in reading and speaking 6) The teacher should explain new words, phrases, sentence pattems, grammatical points aswell as special reference ofthe text tothe students. The teacher should explain the synonyms also, these symonyms can be inthe mother tongue or English, asthe teacher finds appropriate. Similarly, sentence patterns can be explained by giving parallel examples and other structure in the mother tongue and English. The words end phrases should also be analysed on the bass of pats of speech, tense, degree of adjective, use of gerund ete. Other features of sentences such as active! passive voice, direct! indirect narration ct, should alto be explained, 17) Heving fall comprehension lvel ofthe students explained the text and its various features, the teacher now tres to test Inrensive reading ean be more interesting by encouraging the students to ask questions ‘0 their classmates on the passage read by them, This wil encourage student o search out questions from the passage. For this they willbe very keen go through every line of the passage. Advantages of intensive reading Intensive reading has the following advantages 1. Itimproves the power of expression. 2, The students develop the skill of questioning and answering, 53, The students become interested in looking ito details ofthe text they come across as, they find newer meanings being attributed tothe otherwise ordinary Tooking passages, Disadvantage of intensive reading ‘The disadvantage of intensive reading canbe the following 1s process is long and cumbersome. 2. Iseldom imparts joy and pleasure 3. The student ae interested in this method only from the pont of view of examinations. 4. This method does not teach grammar properly. According to Ballard,” Durig the last {iden years of English composition both writen and oral have stedily improved in schools hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf 91sitsi2019 Page 12 hitpi/webcache.goagleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf Block 3 Unit 2 Reading : Concept and Types Sa RRS ASH aa eg a tout Jeamming it properly language cannot be mastered ‘Today, most ofthe student just want to pas the examination , he students often read the summaries and mug up the details without having interacted with the original texts even once ‘We cam say that intensive reading is an important aspect of Teaming a language, butt should come after the students have gone through extensive reading. Only then t can bbe made beneficial and joyful 4, Extensive reading [Extensive reading has been strongly recommended by Indian Education ‘Commission(1964-66). Ths type of reading is also known as rapid reading o independent reading. The teacher plays the role of the supervisor wile the students cary i out independent. Extensive reading t ead silently and quickly in order to understand the subject matter and derive the meaning a « whole without the help of th teacher and expand passive vocabulary. Acconding to Thompson and Wyatt,” The main purpose of extensive reading is the cultivation of tate for reading andit seeks by encouraging the habit of visualizing what is read to make reading a form of visual instruction.” [Extensive reading thould be undertaken only when the students have mastered at least a vocabulary of about 500 words, implying it souk be started in the middle clases and not prior oi, an the students should have developed the ability to recognize words at sight [Extensive reading: reading longer texts, usually for one's own pleasure. This is a uency activity, ‘mainly involving global understanding, Objectives of extensive reading ‘The objectives of extensive reading ae 1. To develop the habit of efstudy inthe stents 2. Te develop the taste for reading inthe students. 5, To enable the stadens to understand the meaning ofthe given passage as erly s possible 4. To increase the passive vocabulary ofthe student. 5. To develop the power of concentration. 6. To read for pleasure and recreation. Procedure ‘According to Thompson and Wyatt,” The exact procedure tobe adopted wil dspend upon the nature ofthe subject matter tobe read and the skill in reading already acquired by the class. 1. The teacher should givea brie introduction ofthe topic to ereate interest among the students 2, The dificult words should be explained beforehand, 10121sitsi2019 Page 13, Block 3 Unit 2 Reading : Concept and Types 5, Students should be asked to read the text silently with reasonable speed. 4. Comprehension questions shouldbe asked after the students have finished silent reading. iowever, the question should never concern the fined is ofthe text. They should only test the comprehension level ona wider scale ‘5, When the students have finished reading all units, the students canbe asked narate the gist in their own words Advantages of extensive reading Extensive reading hs the following advantages 1. Ihlpe widen the vocabulary of the students 2. Tekeeps the whole class active and has 3. Ttprepres te tuents for ntensive reading so student are encouraged fr Iibary reading 4 Ieinculeater he habit of self study inthe students, ‘The advantages of extensive reading are many but unfortunately the situation is ferent in Indian schools where much thought isnot paid o this aspect. The lesson plan should suitably contain provisions fr extensive reading. ‘Suggestions for selection of books According to Champion,” Books prescribed for extensive reading should nat contain even one ‘unfamiliar Word or phrase. There shoul not be language barier between te pupil and what he reads." We know meeting this suggestion ia Indian context is difficult wo atin, but atemps ean be ‘ade inthis diretion, Following ae some suggestions: 1. The text books should be simple in language and according tothe level ofthe students, 2. The books should contain interesting texts lke short stores, lays, biographies, ee 53. The books shouldbe suitable othe taste, cultre, society, experience and interest of the pupil ‘Comparison between Intensive and Extensive reading Ie will be beneficial to compare intensive reading wit them properly extensive reading inorder to understand Intensive reading Extensive reading 1. Tteconcentrates upon the language aspect, | Iteoncentrates upon the subject matter. 2, The sim i to make a careful and minute 2. The aim is only to grasp the meaning of what study wht is read. is ead 8, Words, phrases, and expressions are studied 3. Words, phrases, and expressions are not in dat studied in doa 4. Reading by the pupils is aloud and contol by 4. Reading by the pupils is slent and the teacher. independent, 5, New words and phrases occurring inthe book ‘5, New words and phrases occurring in the book pass into the pupils active vocabulary. ess into the pupils passive vocabulary. 6. Itrequites intensive teaching, 6, No detail teaching is require. 7, The teacher play an active rote, 7, The teacher's tole is reduced to that of hitpi/webcache.goagleusercontent.comisearch?q=cache:htpimvw:bhovitualuniversity.comisIm/B.Ed_SLM/bedteb3u2.pdf swansitsi2019 Block 3 Unit 2 Reading : Concept and Types supervisor. 2.3.5 Supplementary reading ‘Supplemeniacy reading quite resembles intensive reading. te caried out under the direct control ‘and general supervision of the teacher. Extensive reading isthe most important aspect of supplementary reading, as such itis also called subsidiary reading, The chief purpose of supplementary reading is to supplement intensive reading of detsiled prose lesson Iis generally introduced inthe middle stage with one to thee supplementary eaders. The method of teaching i {ust lke the extensive reading. It may be carried out twice or thrice ina week as the teacher or ‘school administration deems ft, Supplementary readers are recommended i the mide and high clases where prose tex forms the basie couse. Page 14 Check your progeess Notes: a) Write your answer inthe space provided after each tem. 1) Compare your answers with those given atthe end ofthe uni 1, One of the folowing isnot typeof reading: ') Loud reading i) Sent reading Descriptive reading iv) Supplementary reading 2, Menton the advantages ofintensive reading, 2.4 Techniques to increase speed of reading ‘Snudents who read to slowly wil easly get discouraged, They will also tend to stumble on unfamiliar words and fil to grasp the general meaning ofthe passage. (One ofthe most commen ways of increasing reading speed isto give students passages to reed and to as ther to time themselves. A conversion table, taking the length of the text and ‘he reading time into account, will tell shem what th reading speed is and this will make it easier for them to ny and read a lite faster every time, Below is an example ofa conversion table for 500- word texts Reading time Speed Reading time Speed hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf saesitsi2019 Page 15 Block 3 Unit 2 Reading : Concept and Types {i ses Sp Grav seo ye™ 110 ar 320 150 120 375 320 143 130 34 340 137 140 300 350 131 150 273 4.00 125 2.00 250 4.10 120 2.10 23 420 16 220 215 430 im 230 200 440 107 240 188 450 104 250 5.00 100 3.00 167 ‘When practising faster reading systematically, the students ean be encouraged to keep a record of ‘heir results, showing ther progress (eg in he form ofa graph). Tis will encourage them to read ‘As we have to xead both extensively and intensively, we cannot afford to read slowly. The reading needs may vary but inorder to improve reading effeiency reading speed has tobe increased, Reang speed is measured in words per minut (wpm). Casual or general reading such as reading novels, poems, stores and humorous articles do not require much conesntration and ‘herefor, the reading speed is aster than that of serious reading, Though, academic oF professional reading such as reading technical texts articles and proposals require more concentration and reading speed cannot be ineeased at the cost of reading efficiency, Reading speed Casual reading AcademicIProfessional reading Very fast “400 wom 350 wpm Fast 300 - 40 wpm 250-350 wpm Average 200 -300 wpm 150 =250-%pm Stow Less than 200 wpm ‘Less than 150 wpm 2.4.1 Phrasing “This method pre supposes that phrases are mor interesting than words as they a able to convey scanings. Also, a reader fixes his eyes and mind one group of words rather than concentrating on cach word individually. We know that phrases are adequate units of reading and teaching. Under this method, the teacher writs phrase on the blackboard and introduces the students with its meaning and other features. Prof. Palmer advocates this method ashe says, * The word is oo small unit of speech and ‘he sentence i 00 long. a unit to he read ata time hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bho)vitualuniversity.comisIm/B.Ed_SLM/bedteb3u2.pdf 13021sitsi2019 Block 3 Unit 2 Reading : Concept and Types Page 16 Reading with phrasing in luent reading allows children to use meaning and structure, sources of information to suppor the use of visual information thus, helping them problem solve as they read text. also involves putting together all sources of information- meaning, language, structure and print knowledge, in an integrated and flexible manner to support the comprehension ofthe text. ‘When this happens, phrased and fluent reading i not simply a product of reading but a major contributor ta reading proficiency ‘This method is not devoid of demerit as wel, The mastering of phrases as individual units can be time consuming. It also concentrates on the meaning rather than on reading aspect, 80 it doesnot much facilitate reading “To monitor child's progress, teachers can record how the child’ rang sounded onthe running record form, Did the reading sound like talking? Is the reader leaming how to pase appropriately, readin phrases and use punctuation, pitch, and stress to get the message? 2.4.2 Seam ‘Scanning refers tothe ability to locate specific information or facts as quickly as possible, While trying to look foe the meaning of a word in a dictionary of looking for a telephone number in the telephone directory, we scan and ty to look for specific information, Scanning is an important rapid reading tecnigue. I may serve many purposes, which include loking for 2). spect point or fet ina text formula in text ©) aword ina dictionary, 6 tain or television schedules, ©) any reference or bibliographical lit 1) examination results, any notes! questions! remarks a the end of the text. We may know how to scan a newspaper or dictionary but may doit slowly with less accuracy. What is important isto increase scanning speed with accuracy. ‘The following suggestions will help increase proficiency at scanning 1, Do not read everything Page 17 ‘The first step would be to fix clearly in mind what one is looking for. The purpose of hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf aiasitsi2019 Page 18 Block 3 Unit 2 Reading : Concept and Types scanning should be determined and the reader should not be confused about the information that hel she requis ‘The second step iso plan how the required information can be obtained. For example, iffone is looking fora name or place, capita eter can provide cues. 2. Use guides and aids Every reading material contains certain guides and aids, which shouldbe used to find what the reader wants, 3, Know the association of the material tobe read ‘The reader needs to know the connection of the reading material to sean it with speed and accuracy. Practise scanning different types of reading material, suchas newspaper listings, “itionaries telephone directories, and analyse the way information is structured in these materials 4. Concentrate while seanning ‘The reader needs to concentrate while seaning a reading material, One must have the urge to read and sean the material. This will improve his visual pereption and help him idetily the required information quickly. 2.4.3 Skimming ‘Skimming is « more sophisticated sill than scanning. [teers to the procest of reading a text or passage inorder to get rough idea of what the text or passage is all about Its 2 ‘apd reading technique that prepares the reader for detailed reading. As the main objective of skimming is to understand the central idea andthe main points ofthe text, the reader needs to use reading strategy that involves fast reading and quick analysis, ‘Skimming also involves discovering the purpose and association ofa text, One ofthe ‘most important purposes of reading for academic and professional purpose is obtaining relevant information for various purposes, Ths involves not only th ability to recognize the main ideas and supporting details but also the ability to identify different writing patterns used to develop these ideas. Authors use variety of discourse pattems in scientific writing. ‘Skimming is essential for beter understanding ofa text. Skimming should answer the following questions about the text 1, What isthe overall purpose ofthe text? 2, What is the cental ides or theme? 3. What does the author intent 9 do? (describe, instruct, report, sara, explain, argue, persuade, illustrate end so on) 4, What are the main points ofthe text? hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bho)vitualuniversity.comisIm/B.Ed_SLM/bedteb3u2.pdf 1621sitsi2019 Page 19 Block 3 Unit 2 Reading : Concept and Types ‘The first step of skimming isto identity the cetral idea, Every essy,aticle, passage, or textbook per dea wiih a theme or ventral ides. Alt the other ideas, point example, usentions in te ‘ext support and expand the conta idea, Inorder to undersand the central idea of a text, the reader should carefully ead the following: + The ite o the main heading + The subheadings + The opening paragraph + The last paragraph ‘The tite or the main heading of @ text can give a clue tothe content. Similarly, the sub- headings can also help in identifying the central idea, The opening and th lst paragraphs ‘zenerally sum up the subject and the author's point of View: The eader should also glance ‘over the Beginning ofthe text to identify its logical association, Identity the discourse technique used inthe text, i. definition, description, explanation, comparison and contrast, narration, classification and so on, Both skimming and scanning are specifi reading techniques necessary for quick and cficient reading, ‘When skimming, we go through the reading material quickly in order to get the sist oft, to know how i organized, orto get an idea ofthe tone or the intention ofthe writer, ‘When scanning, we only try to locate specific information and often we do not even follow the linearity ofthe passage to do so, We imply let our eyes wander over the ‘ext until we find what we are looking for, whether it be name, a date, ora less specific piece of information ‘Skimming is therefore amore thorough activity which requires an overall view ofthe text and implies a definite reading competence. Scanning on the contrary is far more limited since it only means retrieving what information is relevant to our purpose. ‘Yet it is usual to make use ofthese two activites together when reading given text. For instance, we may well skim though an article fist just to know whether itis ‘worth reading, then read it dough more carefully because we have decided that iis of interest Is also possible afterwards to scan the same article inorder to note down a figure ‘ora name which we particulanly want to remember, 2.4.4 Key word reading “The key word method isan effective system for remembering definitions, leaning foreign language vocabulary, and more, Any two pieces of information canbe linked together in your ‘memory using tis method, ‘The way you use the key word method is by combining the creation of substitute words visualization, a wo step process First, convert the sound of the word into one or more concepts that ean be visualized. Then, associate those concepts with an image representing the actual meaning ofthe word, Memarizing vocabulary words and their definitions can be tough. Some words seem very strange athe first time you se them, hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf 16121sitsi2019 Block 3 Unit 2 Reading : Concept and Types Substitute words, visualization, and association are the seerets to make it easy. Infact, you snake the effort, you can memorise lot of terms and their definition in a shor time [clow are examples that show how to memorise vacebulary words using substitute words and association. Keepin mind, the clearer the image, the better you recall [Example Ale. An aglt is the plastic piece atthe end of the shoelace So what is the easy way to remember his strange word? ‘Create a memorable, erzy mental image that reminds you ofthe word ‘he eggman is polling onthe end of your shoelace. Ashe does this, he lights wp. This piture is strange, That it what makes i stick in your memory Page 20 ‘Aglet’ isn't the most usefl word to know (unless you're inthe shoe business) But I picked it as an example to show that the definition of any word can be remembered by thinking ofa bizare scene that links the meaning ofthe word tothe sound of the syllables in that word Example 2 Transient. When used as an adjective, transient describes something that exists fora short period of time. Transient is pronounced “iran see en” Reminder: The sounds we use only need ro come close. They are reminds. At ecall time, your ‘memory will know that the rel word is when you heat the sounds, “The word wansient sounds very much ike “tain sees an. Below i @ funny image that represents this pase By secing thi 1age, one can imagine that a train engine zooms quickly toward an ant crossing the train's path The ran (having eyes) sees the ant but cannot stop. ‘Seeing the image in your mind's eye, you realize the train is about to run over the atthe rain secs this is about to happen but cannot stop. The ants therefore short-lived; his existence is hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf atsitsi2019 Page 21 Block 3 Unit 2 Reading : Concept and Types ephemera ‘Now you know without any confusion that “transient” means something temporary or short lived. ‘The human brain was built to remember images beter than abstract information, you will emember this definition more eas and for much longer than if you tied to remember itby epeatng the definition to yourseta million simes Cheek your progeess Notes: ) Write your answers in the space provided after each item b) Compare your answers with tho given atthe end ofthe unit 53, What is seanning? 4, Whats skimming? 2.5 Reading comprehension in the classroom What is reading comprehension? Understanding a writen text means extracting the required information from it as efficiently © board to as possible, For example, we apply different reading strategies when looking at a not sc if here is an advertisement for a particular typeof flar and caeflly reading an article of special interest in a scientific journal. Inthe ist case competent reader will quickly reject the relevant information and find what he is looking for. Inthe second case i snot enough to understand the sist ofthe text; more de led comprehension is necessary. ‘The frst point tobe noted when practicing reading inthe classroom i that iti. silent sctivity. Therefore silent reading shouldbe encou ed in most cass, though the teacher may sometimes need to read part ofthe text aloud. The students themselves should not read aloud, Is useful co give the class some Delp on how to approach a new text. The following procedure is very helpful with most ofthe txt, 18) Consider the text asa whole, its ie, accompanying pitures or diagrams, the peragraphs and ‘make guesses about what he text is about hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf 16121sitsi2019 Block 3 Unit 2 Reading : Concept and Types ') Skim through the text first time ta see if your hypotheses were right. Then ask yourself a ‘aber of guts abot te contents ogee * ) Read the text again, more slowly and carefully ths time, trying to understand as much as you can and trying to answer the questions you asked yourself Page 22 Another classroom procedure can consist of helping the students to time himself and increase his reading sped Tile by Title, Is necessary to reach a certain reading speed in onder to ead eticienly. This can be done by showing the students how to record their reading speed systematically ona chart and to try to improve it each me they read a mew text Reading can be done as a class activity, but reading atviies can also be devised to individualize students’ work at home. Instead of choosing one atvity fr the whole cass, (wo or Lee sels oF exercises of varying difficulty can be prepared based onthe same text 0 thal each student can work at home at his own level, Ifthe text is then tobe discussed inthe class, each group of students who have worked on the same exercise ill beable to talk about what they have done, This will certainly be stimulating for the weaker students, while she better ones wil ot feel held ack 2.6 Let us sum up In this unit we have diseused the concept and types of reading. We have discussed how to increase ‘he spoed of reading trough various techniques which wil be helpful for the students. Loud. cading is beneficial at primary level where as silent reading is advantageous at higher level. Inthe ‘same way intensive reading is 9 detailed stady whereas extensive reading is rapid reading and supplementary reading quite resembles to intensive reading, S imming is quickly raning one’s eyes overa texto get the gist oft, Scanning is quickly going through a text to find a particular piece of information Some exe ses piven inthe unit wil help student vo comeet their pronunciation, as English is foreign language and only practice can improve studems" speaking and reading skills. This unit 125 teachers to intraguce varity into the teaching of reading, 2.7 Questions for reflection + Reading isto mind, what exercise i to body. Do you agree, support your answer. + How is intensive reading differen fom extensive reading? + Silent reading is of immense value in the practical life even afer the schoo ie, Discuss. + The books shouldbe aeconding fo the level ofthe students. Why? 2.8 Answers to check your progress 1. Descriptive reading 2. The advantages of intensive reading ae numerous. Some of them are hitpi/webcache.goosleusercontent.comisearch?q=cache:htpimvw.bhovitualuniversity.comisim/B.Ed_SLM/bedteb3u2.pdf 1921ansr2019 Page 23 Page 24 hitp:iwebcache.goosleusercontent.comisearch?q=cache:htp:imwu-bho)vrtualuniversity.comisin/B.Ed_SLM/bedteb3u2.paf Block 3 Unit 2 Reading : Concept and Types 4) The frst and direct impact of intensive reading is vocabulary of the students, especially the sctive one, The students lear sbout various usages of words and sentence pater, 'b)Iehelps in leaning grammar 6) It develops the kil of questioning and answering. 4) Il enhances the power of expression. 3. Scanning refers tothe ability to locate specific information or facts as quickly as possible canning is an important rapid reading technique. We simply let our eyes wander aver the tex ut we find what we are looking for, whether it bea name, a date ora less specific piece of 4. Skimming is reading but atone’ fastest speed, it is used for obtaining more important information ou of lor of material, we go through the reading material quickly in order to get the sist oft to know how it is organized, or to get an idea ofthe tone or the intention ofthe writer. ‘Skimming is therefore a more thorough activity which requires an overall view ofthe text and ‘implies «definite reading competence 2.9 References and suggested reading + Francois Gellet. A practical guide to reading comprehensin exercises. Cambridge University Press 1981 + Gardner and Lambert (1972). Attitudes and Motivation in Second Language Learnings Rowley, Newbury House + NCERT (2008). Source Book on Assessment for Classes Io V, Language English, NCERT, += NCERT (2012). Teaching of English at Primary Level in Government Schools, pg 48 ~ 60. + NCERI (2006); Position Paper, National Focus Group on Teaching of English; National Curriculum Framework 2005; National Council for Educational Research and Training 20121ansr2019 Block 3 Unit 2 Reading : Concept and Types Page 25 hitp:iwebcache.googleusercontent.comisearch?¢=cache:htp:imw-bho)vtualuniversity.comisim/B.Ed_SLM/bedteb3u2.paf 21a