Reading for Specific Purposes

Developmental Reading

LEARNING MODULE RATIONALE

It is assumed that learners read for a variety of purposes like keeping

themselves informed in a general way on matters of current importance,
finding answers to their specific questions or those raised by others,
gathering information, and others.

This module will look into the specific purposes of reading. Ways on
developing students into critical, creative, and metacognitive readers
will also be discussed.

LEARNING OUTCOMES

At the conclusion of this learning module, the students are expected to:

A. Enumerate and describe specific purposes of reading.

B. Illustrate different reading situations where reading for specific

purposes apply or manifest

C. Compare and contrast the different purposes of reading.

D. Draw implications from the specific purposes for reading

instruction.

TEACHING STRATEGIES/LEARNING ACTIVITIES

 Lecture

 Classroom Discussion

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Reading for Specific Purposes

Resources/ Materials

Learn to speed read in 15 minutes! Check this video through the link
provided below.

http://youtu.be/PZqXBhGR_W8

Reading for Specific Purpose

1. Skimming
- reading for a general impression
- skimming the text you are about to read should give you an
idea of the usefulness of the text for your purposes and also a
general idea of what it is about. This information helps you to
decide how well you should read it.

2. Scanning
- reading for specific details
- one may need to find answers to certain questions you have
set beforehand (what, who, when).

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Reading for Specific Purposes

3. Reading for main points in general

- the main points could include information like why the text
was written, what the purpose of the writer was, how the text is
organized and what the main arguments are.
Example: reading for an exam

4. Reading for selected main points

- one may look for information about a specific area or answers
to certain questions.
- one reading will probably then aim at finding that information
only.
Example: reading for a thesis.

5. Critical or evaluative reading

- also known as “intensive reading”
- If you read a text with a critical or evaluative attitude, you
probably compare the writer's views with your own or some
other writers' views.
- Making a difference between facts and opinions of the writer
is also important.
Example: reading for a thesis or an exam.

6. Reading for pleasure

- done usually without having the content in mind

Image 4.1
Reading for Pleasure

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Reading for Specific Purposes

Developing students into critical, creative and metacognitive

readers

The reading teacher should bear in mind that a CRITICAL

reader….

 Must carefully examine his/her thinking and the thinking

of others, in order to clarify and improve own
understanding
 Should examine test suggested solutions to see whether
they will work
 Need to test ideas for flaws or defects and must not be
inhibited by fear of being aggressive and destructive, nor
have fear of retaliation, and over- evaluation
 Should engage in critical thinking activities such as
thinking actively, carefully exploring situations with
questions, thinking for oneself, viewing situations from
different perspectives, and discussing ideas in organized
ways.
Critical Thinkers are. . .
 Skeptical ( Just because it’s in print doesn’t mean it is
right)
 Fact- oriented ( Give me the facts and convince me that
they are the relevant ones)
 Analytic (How has the work been organized? What
strategies has the writer used?)
 Open- minded ( Be prepared to listen to different points
of view; do not be restricted by personal biases)
 Questioning (What other conclusions could be supported
by the evidence?)
 Creative (What are some entirely different ways of
looking at the problem or issue?)
 Willing to take a stand (is the argument convincing?
What is my position on the issue?)
 Those who show the ability to separate fact from
opinion; recognizes propaganda techniques, compares
different sources of information; recognizes important
missing information; draws inferences that are not
explicitly stated, and identifies the author’s background
or purpose.

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Reading for Specific Purposes

The reading teacher should take into consideration that a

CREATIVE reader. . .
A. Uses his/her cognitive processes to develop ideas that
are unique, useful, and worthy of further elaboration
B. Discovers a new or improved solution to a problem, or
a set of new ideas
C. Organizes ideas in different ways, and makes unusual
comparisons
D. Is not inhibited by conformity, censorship, rigid
education, and desire to find an answer quickly
The reading teacher should also remember that a
METACOGNITIVE reader
 Is aware of one’s mental processes such that one can
monitor, regulate, and direct them
to a desired end
 Has the ability to think about and control own learning
 Practices self- regulation and monitoring
comprehension by answering the following questions:

1. Are there any words I don’t understand?

2. Is there any information that doesn’t agree with what
I already know?
3. Are there any ideas that do not fit together because I
can’t tell who or what is being talked about?
4. Are there any ideas that do not fit together because I
can’t tell how the ideas are related?
5. Are there any ideas that don’t fit together because the
ideas are contradictory?
6. Is there any information missing or not clearly
explained?

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Reading for Specific Purposes

Figure 3.1
A Reading Model for Deeper Understanding of the
Material

References

Hermosa, N. (2002). The Psychology of reading. Q.C: University of

the Philippines Open University
Professional Education: A reviewer for the licensure examination for
teachers. (2013). Manila: Philippine Normal University
Parke,M. (1964). Elementary English. National Council of Teachers of
English. Retrieved from
www.scholarhabit.com/wpcontent/uploads/2013/02/021713_1730_Rea
dingIsNo1.png

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Reading for Specific Purposes

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