_ READING SKILLS ae a Identifying Main Idea The main idea of a paragraph is the primary point or ; concept that the author wants to communicate to the readers about the topic. Hence, in a paragraph, when the main idea is stated directly, it is expressed in what is called the topic _ sentence. It gives the overarching idea of what the paragraph is about and is supported by the details in subsequent ‘sentences in the paragraph. Questions about the "main idea" ‘of a passage are popular on reading comprehension tests. Finding the main idea of a paragraph or longer passage of text is one of the most important reading skills to master, h concepts like making an inference, finding the lary words in by along wit author's purpose, or understanding vocabul context. There are a few techniques to help understand what, exactly, is a "main idea" and how to identify it accurately in a passage. Skimming, Scanning & Inference f For reading comprehension skimming and scanning are important techniques. 1. SKIMMING : : . Skimming is “To read quickly to get the general idea of a passage” When Skimming? e Don’t read everything but try to skip the text.Read the subtitle or introduction, - © Read the first sentences of each paragraph. © Notice any picture, charts, or graphics. _ © Read the summary or last paragraph if there is There are three types of skimming: i. Preview Skimming Preview is in an effort to learn about the _ Presented and the structure of their development. P. skimming is used in selecting a book. Method Read the first paragraph, and the headings and sentences of later paragraphs and sections. ii, Overview Skimming You use overview skimming to sample the reading material more thoroughly than you do ina preview, as you may not intend to.read the material at a later time. ie Method . % As you do in preview skimming, you would read the first paragraph, the headings and first sentences of Paragraphs and sections, but in addition, as you alternatel read and skim, you alert yourself to the structure and con of the material through an awareness of paragraph patte thought transitions, and clue words. This awareness will I you to understand the content, to recall more informati d to see relationships more clearly and quickly. © iew Skimming : Ohi Our purpose with review skimming _ se yourself with material you have 1 33Scanning is rapidly running your eyes over the text in yrder to locate specific details, Scanning Search for specific ation (key words) Particular Name: Telephone nber, Date, The Cosine “32°”, Program Number, etc. In ing, get only what you need and left aside the elant. ee steps to scanning include: * search for key words © move quickly over the page less reading and more searching ectives and Benefits Its main identify topics for reading to know the Opinions of people to determine the organization of writing to get the important part that we need a whole and no reading to refresh what we've read As for the benefits, among others: : can search for a specific information needed from a text ing or books quickly and efficiently. : 3 i. can explore the many pages of the book in a short time. ‘ii. not too much waste of time. INFERENCE ; 2h os Making an inference involves using what you know to © a guess about what you don't know or reading between the nes. Readers who make inferences use the clues in the text along pe ‘own experiences to help them figure out what is not lire said, making the text personal and memorable. ‘s Raat: we skim to get the general information, sean to get cif formation, and inference to guess what we do not know,Reading is a complex interaction between le er and the purposes for reading, which are shape reader’s prior knowledge and experiences, the reai Ov ¢ about reading and. writing language er’s language community which is culturally ially Situated. It is a trans-active process. It involv complex’ negotiations between text and reader which a Shaped by reader’s Knowledge of topic Types of Reading There are some types of reading as follows: ‘i. Intensive Reading Intensive reading is a type of reading that focuses iom and vocabulary that taught by the teacher in sroom and that idiom and vocabulary exist in poe » novel or other source. For example: The stud on linguistic or semantic details of a reading and focus o1 ture details such as grammar. ive Reading ‘ s Extensive Reading is a type of reading that involy reading texts for enjoyment and to develop zene skills. For example: The students read as | kinds of books such as journals, n as you can expecially for pleasure, and y eral i os theicontents- 5nt reading activity is meant to train the students to Voice in order that the students can concentrate to comprehend the texts.. For example: The reading a text by heart. “ay of Reading : Reading is an activity with a purpose.it is an €, problem-solving process of making meaning texts. A person may read in order to gain information ify existing knowledge. A person may also read for ment, or to enhance knowledge of the language being Reading also plays an important role in civic life. . Reading: affects our attitudes, beliefs, standards, ls, judgments, and general behavior; it shapes our ing and our actions. The purpose of reading is to ate the ideas on the text to what you have already “Before beginning to read, it is important to know the of reading. Knowing the purpose greatly enhances ‘effectiveness of the reading. According to Grabe William L. Fredrika (2002), the category of purpose for rea ding are: joyment E ae eh cobably the best reason to read anything. x * the 5 eng entertains you, even relaxes . you. ‘er, this will rarely be the purpose behind the reading to do for academic purposes. ; material for the purpose of enjoyingan ; Pre) ~*~” “The point here is to get a general feel for the ‘to determine whether it is relevant, useful, up-to date, get a sense of how the topic is treated by the author. Thi - likely to be the main purpose behind your reading when: --e You are given an extensive reading list for assignment. ; : 4 - e You are doing initial library research for an essay, tutorial, research report or similar assignments. © You need to decide which texts are most relevant or useful for your assignment. 4. To locate specific information Sometimes you know what you are looking for but do not know exactly where to find it. For example, you might be * looking for any of the following: ’ e A specific quotation Evidence to support a particular argument Details about a specific person or event _ A map ; A diagram . e A statistic or table of statistics “To find this sort of information might mean that you have to consult several books or sources. In these circumstances, you — will be reading with the aim of zeroing in on the information — you are looking for. 5. To identify the central idea of theme : The purpose here is to extract the essence of what the written material is trying to convey. For example, you might 4 want to identify the major finding in an experimental i a journal, or the core issue of a discussion paper. in To develop a detailed and critical understand! ox 6. Io. Reading to write and reading to critique text $ task ¥ ariants of reading to integrate igforny neoe a aah for simple information is a common ‘ ane Beaniine some researchers see it as a relatively pend process. It is i ks that is probably best seen as sala sabi von jing to skim quickly a R fe Reading to skim quickly i i ickly is a common part of many 2 “reading task ae useful skill in its own right. It involves, in 7 ce, a combination of strategies for guessing where _ important might be in the text, and then using basic reading eo ie voce on those segments of the text until a . Reading to learn from text ‘ : Reading to learn typically occurs \in academic ané ; professional contexts in which a person needs to learn a considerable amount of information from a text, it requires ‘abilities to remember main ideas, recognize and build rhetorical frames and link the text to the reader base. 40. Reading to integrate information Reading to integrate information requires additional decision about the relative importance of complementary, mutually supporting or conflicting information and likely y supp g J y ‘restructuring of a rhetorical frame to accommodate information from multiple sources "11, Reading for general comprehension : Reading for general comprehension when accomplished a skilled fluent reader, require very rapid and automatic Processing of words, strong skills in forming a general meaning sentation of main idea, and efficient coordination of many sses under very limited time constraint. ; The researcher concludes that reading must develop, . the reader can understand the meaning of passage and also the meaning of the text. .; For % i. Mind Map pet Collecting Information The term ‘m; s popular psyehuts mind map’ was first popularized by British Buzan. The on ae oe and television Personality Tony j rai i a : using branching ang son that visually map’ Information he ae methods record knowl stem, and have a long hi . : : . memory, visual thinking, Bee. a oe ; , ig by educators. engineers, psychologists, and others. f A mind map is a diagram used to visually organize information. A mind map is often created around a single concept. Mind maps are a unique thinking tool that will bring out your natural genius and enable you to shine in every area of your life. In simple words, a mind map is.a visual Tepresentation of hierarchical information that includes a central idea surrounded by connected branches of associated topics. cae: Physical Environment ‘Money Fun & Recreation SS PersonalHelp students brainstorm and explore concept, orproblem = 5 Facilitate better understanding of relationships | - connections between ideas and concepts ‘ fe ‘ Make it easy to communicate new ideas and thot Or processes Soe Allow students to easily recall information Help students take notes and plan tasks 3 Make it easy to organize ideas and concepts | ‘ All mind maps begin with a main concept or idea that the rest of the map revolves around, so choosing that idea or topic is the first step. Begin by creating an image or writing a word that represents that first main idea. ; ; From that main idea, create branches (as many as — needed), that each represent a single word that relates to the . main topic. It’s helpful to use different colors and images to | differentiate the branches and sub-topics. Then, create sub-branches that stem from the main branches to further expand on ideas and concepts. These sub- branches will also contain words that elaborate on the topic of the branch it stems from. This helps develop and elaborate on the overall theme of the mind map. Including images.and ~~ sketches can also be helpful in brainstorming and creating the sub-branch topics. Mind maps can be created on paper but are more easily and fluidly created on a computer with mind mapping software. Mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively: be _ maps are icularly helpful in the writing process and _ aa He with a natural way of thinking and building, ona story plot or theme. 3 ean A co aiad —o teachers with Pe i ” thought pr regarding a specific topic. their students ae on ince derical ing th SSEtable is a handy i , : g and Pdeane aa resins oe Wa a “a 2 data. A well-made table will make ee i you to keep your data organized. Data tables help | keep information organized. If you're collecting data n an experiment or scientific research, saving it in a data will make it easier to look up later. Data tables can also jou to make graphs and other charts based on your Table Format In its simplest form, @ table is a group of rows and mns of data. At the top of each column is a column ich defines or identifies the contents of that he unit of measuremen! row headings, which define w. Thins tricky when d or subdividi Jumn subheadings. This is gz, wh umn (and often it indicates # ft edge of the table nay be tify the contents of that ro _ or columns mus! ou have to create row yo t be groul or col d here: production {quad Bia2. GRAPHS ; § Charts and graphs are actually just another way Presenting the same data that is presented in tables— although a more dramatic and interesting one. At the same _ time, however, you get less detail or less precision ina chart _ Or graph than you do in the table. Imagine the: difference between a sable of sales figures for a ten-year period and a line graph for that same data. You get a better sense of the Overall trend in the graph but not the precise dollar amount. Graphs are a. good means of describing, exploring or summarising numerical data because the use of a visual Image can simplify complex information and help to highlight patterns and trends in the data. They are a ‘Particularly effective way of presentirig a large amount of | data but can also be used instead of a table to present smaller datasets. There are many different graph types: bar charts, histograms, pie charts, line graphs and scatter plots. | Humber of video rentals 1386-1993 1965 1991 1996 Source: Crtish Video Association TYPES OF GRAPH 5 to a chart that. specifically plots data. "Graph" refer! eos and charts are: Most common types of g 4. Line Graphs ? Line graphs w one oF Typical & used to show time series data bles vary over a continuous ' pes of data that can are usually re vari xamples of the ty) | that is hov | period of time.iN Points, For eye d to show how Pollution “xample, a line ce from a source, levels Vary with in depth of soil, > OF how the level of a chemical varies could ‘une Graph y ee “we Line graphs can show more than one line or data €s, too. It's easy to compare trends when you represent f on the same graph. 2. CHARTS Achartis a graphical representation of data, in h "the data is represented by symbols, such as bars in ‘abar chart, lines in a line chart, or slices in a pie chart". |. Bar Charts : Bar charts are one of the most commonly used types ‘graph and are used to display and compare the number, quency or other measure (e.g. mean) for different discrete gories or groups. The graph is constructed such that the s or lengths of the different bars are proportional to the of the category they rep! *)Pie charts should only be u displa 4 ly be used for >. data that are classed into different éategor are generally best for showing information small number of categories anc vad D n ; and are a hi i displaying 4 i ore aa oa ying data bis might otherwise be presented as a A pie chart compares parts to a whole. As such, shows a percentage distribution. The pie represents the to | data set, and each segment of the pie is a particular catego within the whole. 3. DIAGRAM i A diagram is a symbolic representation information using visualization techniques. Sometimes, th fh technique uses a three-dimensional visualization which i ! then projected onto a two-dimensional surface. The wo graph is sometimes used as a synonym for diagra Different types are: 1. Flow chart ‘ ‘ The flowchart shows the steps as boxes of vari kinds, and their order by connecting the boxes with arrows : >)Venn diagrams show the overlaps between sets of Each set is represented by a circle. The degree of between the sets is depicted by the amount of between the circles. A Venn diagram is a good when you want to convey either the common factors differences between distinct groups. ‘ \ctivity diagram 2 “ Activity diagrams are graphical representations of lows of stepwise activities and actions with support for e, iteration and concurrency\ | He chet cooks DD Titre the soup the 5. Class diagram In software engineering, a class diagram in th Unified Modeling Language is a type of static structure. _ diagram that describes the structure of a system by sho . the system's classes, their attributes, operations, and the - relationships among objects. - Example Class Diagram jiagram ri ‘ eye a Ze diagram at its simplest is a represen user's interaction with the system that shows 4 n the user and the different usecase volved.e diagram sequence diagram shows object interactions d in time sequence. It depicts the objects and classes d in the scenario and the sequence of messages d between the objects needed to carry out the ‘ons of a chart are to ion of a topic. Charts ituations where 4 simple table won't adele . portant relationships oF patterns between ¢ a hs help to express complex data ina- Be add value t0 your presentations and reel ity and effectiveness of Your nS x the main functi