WEEK 2

INTRODUCTION TO CRITICAL READING

What is Critical Reading?

 Being a critical reader does not require you to be critical about everything you read.
 There is no need to find fault and argue with the author on all things that you think are faulty,
unconventional and questionable
 critical reading is explained as the manner of engaging yourself in what you read by
 asking questions like
o what does the author mean?
o what message is being conveyed in the text
o what is the argument raised?
 The process of critical reading involves:
o raising a reasoned,
o logical
o and balanced argument (that analyzes and evaluated the text)
 being a critical reader means that you have
o achieved a higher level of comprehension,
o have stayed open-minded all throughout,
o and have continued to learn and embrace knowledge
o and wisdom outside your own standards and beliefs.
 To critically read a text is to:
o apply your discretion to what you are reading
o You do not take everything you read at face value
o You will be faced with the writer’s insights and interpretations when reading texts for academic
purposes
 Expectedly, different writers have their own points of view and biases. For this reason:
o critically examining everything you read to check for intentional and unintentional omissions,
grounds for arguments, and inconsistencies is of utmost importance.
o You will be expected to understand and interpret different viewpoints in the academe, which
are important in making your own judgments
 Reading critically means reflecting on:
o Content of the text:
 the reader should be able to interpret and explain the main
points of the text on his or her own words
o Descriptions in the text:
 the reader should be able to create his or her own examples based from the described
key points and be able to compare them with other texts of the same topic
o Interpretation of the text:
 the reader should be able to objectively analyze the text in parts and in whole
SUMMARY:
To summarize, critical reading allows a reader to understand the content of the text, the descriptions
contained, and the interpretation of the author in order to scrutinize the elements involved, including the style,
composition and language.

CRITICAL READING AS A DAILY ROUTINE

 Reading takes a lot of time, especially in higher education where evaluation and analysis are staple
parts of the reading process
 This fact makes reading tedious and cumbersome for most people, which makes studying less
motivating and effective.
 However, reading for academic purposes need not be challenging. It is, and should always be, an active
process which leads to the development of the reader. This is bound to happen only when the reader
becomes consistently conscious of the nature and content of the text, and everything that the author
implies behind the text.
 When we read:
o we read not only the text, but also the mind of the person who wrote it.
o We learn more perspectives in life the more we read
 Hence, making reading a habit widens our horizons and allows us to always look at the bigger picture
from a vantage point.
 It is needless to say that making critical reading a habit:
o does not only require you to read every day
o but also to absorb as much as you can,
 o to integrate the valuable ones to your own principles and values,
o and to adopt the attitude necessary to keep yourself inspired in reading

How Reading Develops

 Naturally, reading starts with the understanding of the letters, words, and symbols used in the text
 Children read and understand at face value because they are in the process of familiarizing from a
linguistic point of view,
o As they grow older and their academic and intellectual levels go up, when the reading process
becomes more complicated.
o They learn that reading is not only just by identifying letters, words, and symbols, but also
comprehending the meaning behind those words.
o Learning is no longer done at the surface. Connotation is added to denotation. Figurative
meaning is combined with literal meaning. In a span of several years, reading becomes more
worthwhile yet more challenging.
 Eventually, we learn to add new words to our vocabulary on a daily basis, and use them in our own
sentences.
 We start challenging what textbook call “facts” as we adopt a skeptic attitude, which leads to curiosity
and later on, discovery.
 We start asking and start answering questions. Finally, we learn to integrate reading and learning in the
truest sense.
 However, as we progress down the academic path and absorb more bits of
o knowledge
o and perspectives,
o our principles,
o values and beliefs also start crumble some of which are permanently changed through the
influence of other sources and people.
 The wide gamut of information available to us makes thinking more complex as we have to consider
more things than usual.
 Our accumulating experience also adds challenge, although these inevitable factors are necessary for
learning and progression.
 This process of transitioning from mere data gathering to a deeper level of consciousness that involves
analysis and evaluation is crucial for our own personal development and professional advancement.
 The more we develop our reading capacity, the more proficient we become in accepting and rejecting
what we read. This, by nature, is practicing critical reading to the best of our abilities.

The Goal of Reading

 People read every day for different purposes

o Some have deeper purposes that root from critical reasons, like when reading for academic and
professional purposes
o Some, on the other hand, read to be entertained, to pass time, or simply to try to learn new
things without pinpointing any particular form of knowledge.
 Most of the time, we read factual information, or at least, try to, amidst the world of fake news and
unverified information in the internet.
 We may also read fiction in order to be entertained;
o depending upon the reader, a level of interpretation may be applied, and if reading fiction as
part of an English Literature degree, then analysis of the author’s writing style, motives, and
other elements is imperative.
 A lot of people read newspapers in print or online.
o They do it to be informed.
o However, since bias and partisan politics are widespread in mass media, opinions are
sometimes delivered as factual statements.
 This is damaging to learning as influence is sometimes brought not by value but by
popularity.
o One example of this is the proliferation of fake news:
 as told by some social media influencers who click before they think. This is
irresponsible but remains tolerated by many people until now. Thus, the goal of reading
should be to learn, not to be updated with what famous people are talking about.
 When reading for academic purposes, students usually observe two main goals:
o first is to learn and develop,
o and second is to pass the subject.
o They should be doing:
 reading to comprehend,
  analyze,
 and interpret the text.
 There is also memorization but with very minimal learning.
 The knowledge is forgotten when the memorized words and sentences are also
forgotten.
 This is the reason why memorization is considered as the lowest form of
intelligence.
Adopting a Healthy Attitude in Reading
 Usually, we find unfamiliar topics, styles and languages hard to follow. This is expected even for
professionals Consequentially, this can also be disappointing and demotivating
 Who wants to burden themselves anyway? Sooner or later, the person who experienced reading as a
challenge may quit the habit altogether. Development is then delayed or denied completely.
 On this regard, critical reading is less challenging as there is no need to focus on the text verbatim.
There is no need to pay attention to all details as well as not every detail in a text possesses value
 In critical reading,
o you are encouraged to learn meaning
o and identify value
o rather than absorb everything at face value
 Being able to follow the flow of the story and predict what’s bound to happen by drawing conclusions
and making inferences is given priority over being able to familiarize yourself with the specific details
 In order to keep a positive attitude when reading
o one has to equip him or herself with tools that make learning more convenient and less
tiresome
o Make a quality dictionary available for access at all times just in case you encounter unfamiliar
terminologies that cannot be understood with context clues alone
 One has to keep in mind, though, that denotative and connotative meanings may be
used in the same text by the same author. Hence, relying on literal meaning is not
always helpful.
o Emotionally detaching yourself from the text
 Subjective reading clouds judgment. In fact, many authors try to influence readers by
using their own emotions against them.
 Advisably, one has to maintain objectivity when reading as this allows a person to
analyze the text using logic and not feelings.
Differentiating Facts from Interpretations
 For non-critical readers, a text is a source of facts. Texts are, then, memorized in order to absorb these
so-called facts
 When studying history, they believe the book that describes events the clearest
 For critical readers, on the other hand, a text only provides the author’s own interpretation of facts.
This interpretation may be considered valid or invalid. Hence, critical readers recognize not only what
the text says, but also how the text discusses the topic.
 When studying history, they gather as much information as possible, stitch the different
interpretations together, and validate the ones that are supported by logical or scientific explanations.
o They learn to link information from different sources to create a timeline where the past,
present and future connect with each other

WEEK 3
THE NATURE OF THE TEXT

 Knowing more about the nature of the text prepares you better in understanding the topic, following
references, raising arguments and flowing with the discussion.
 What questions should you raise?
o What is the title? Does it reflect the topic?
o What details, style and arguments do you expect?
o What do you currently know about the topic? Are there gaps and grey areas with your current
knowledge of the topic?
o Is there any need for background reading prior to reading the current text in order to make
understanding faster and more fluid?
 This information is often reflected on the cover, preface and table of content of the book.
For stories, the synopsis at the back can give you the information that you need.
 Who are the stakeholders?
 o Who is in concern in the issue?
o Who controls the result of the issue?
o Who are the key decision makers or key contributors in creating and resolving the issue?
o Who is affected by the issue?
 Quipping yourself with prior knowledge before reading the text can help you identify the
biases of the authors, and possibly the unintentional errors.
 What do you know about the author?
o What is the background of the author?
o What are his or her goals in writing the text?
 It is possible that the text is no longer consistent with the author’s prior works or statements, so you
need to consider some information:
o When was the text published?
o Where was it published?
o Who was the publisher?
 This information can help the reader understand the reason behind the inconsistency. The text may no
longer be updated or may be the updated one.
 The place of publication may also prompt the author to slightly alter the content to fit in the culture of
the target readers in a particular area.
 Sometimes, the publisher also influences the creative direction of the book,
o so the author might write things that he or she does not fully agree with, all of the sake of
marketability.
o This happens not only in the publishing industry but also in the music industry where artistry is
sacrificed for commercial appeal

WEEK 4
STEPS IN CRITICAL READING

Developing the Habit

 In order to make critical reading a habit, one needs to have the genuine desire to learn and discover new
things.
 There should be a compelling reason to stick with it as a habit, and that is to develop oneself and achieve
competitiveness in the future.
 There are different practical strategies to develop critical reading as a habit. Anyone can practice them,
and with time and diligence, the transformation of the habit that you desire is bound to happen.

1. Prioritize reading

 It is understandable for everyone to get busy at times, making reading a more challenging task. However,
putting reading atop your priority list by allotting a time specific schedule makes hitting your goal more
realistic. You can also create a timetable to ensure your progress.
2. Find informative books of good value

 Good books are not merely entertaining

o They are worth reading for their substance— for the golden knowledge and wisdom
o they possess that can help you achieve your goals in life, whether it is in school, at work or at
home
o Finding them can be challenging, though, especially nowadays that choices abound, some of
which showcase low quality due to substandard editing or self-publication
 What you should do at this point is
o not just look at titles or topics
 but on the author’s credibility, the reputation of the publishing company, the curation
and endorsements involved, and to a certain extent, the marketability of the book in its
niche
o Favorites and bestsellers do not spell quality all the time, but at least you can have an idea of the
market’s reception towards them.
o To experience the best results, you may want to start reading books that genuinely pique your
curiosity or are aligned with your already existing hobbies, skills, interests, or 2 Steps in Critical
Reading field of specialization.
o It is also recommended for readers to set a ―reading schedule every day, which may last from
30 minutes to several hours
3. Have your reading habit planned

 Designating your own reading spot in the house and setting up a mini-library where you can place all of
your books also help in developing the habit.
o Nonetheless, you should avoid reading in stressful places, like the workplace, as you might
subconsciously link stress with reading later on.
 If planning your reading habit in a time-bound manner seems impractical, you may always set a quantity-
based reading activity instead.
o This will require you to read a specific number of pages on a daily basis regardless of the time
allotment, which is ideal for people who read slowly or are very time-conscious
 Lastly, have all your reading essentials prepared alongside your books. Markers, pens, bookmarks, what
have you, should be within reach when you need to take down notes, jot down ideas from what you
read and plan your next reading

4. Do not limit your reading habit

 Read as much as you can, as often as you want.

o Don’t limit your reading time to a few minutes per day when you have more time to spare.
o Eventually, you might notice that your writing skills also improve due to the new concepts, styles,
vocabulary and information that you constantly learn.

5. Be a morning reader

 Experts recommend reading early in the morning because the mind is clearer and the body is most
relaxed at this time.
o This makes concentration easier, which improves your learning capacity by miles.
o In fact, the effect would still be beneficial even if you try to wake up earlier than usual.
o Anyway, waking up earlier is only bound to be challenging during the first few days. Your
biological clock will adjust automatically once you make this a habit.

6. Try speed reading

 Speed reading allows you to cover and finish books much faster without sacrificing comprehension.
o This does not mean reading every word and every sentence so quickly that comprehension is no
longer happening.
o What this means is you target specific information within the text, apply reading patterns
throughout the pages, and skip unnecessary parts to make reading faster
 Start by removing all the elements that distract you and turn off your computer or television
o Then pick a book, get a timer, start the timer, read 10 pages and record your results
o Take a quick look at the title, introduction, section headers and the conclusion.
o Do not read every word, skip articles like ―a, ―the etc.,
o stop mouthing words or speaking them in your head,
o try to take in whole sentences and paragraphs
o and do not pause between paragraphs.
o Use one of your fingers or a pen to guide your eyes and set your pace.

THE CRITICAL READING PROCESS

 Step 1: Analyze the critical reading components

o Identify the components then ponder on them one by one:
o Underline instructional words, e.g. discuss, explain, identify, justify
o Mark apparent keywords and key phrases
o Be mindful of the organizational patterns used (Compare and contrast, cause and effect, list,
spatial, chronological, etc.)
o Evaluate the validity and requirement of the questions
o Brainstorm the question:
 o Write down all related information
 o Link the details that you know
 o Determine knowledge gaps
 Step 2: Practice pre-reading activities
o Have the text scanned for the following details:
o Who is the author/s?
 o What are his or her credentials?
  o What is his or her reputation?
 o Is the writer known for bias?
o What is the nature of the text?
 o Is it current?
 o Is it authoritative?
 o Is it purely subjective, purely objective, or a combination of both?
o Highlight main ideas and keywords:
 Read the title, synopsis for stories and abstract for research, section headings and
subheadings, and graphical representations.
 Read the introduction, the first few paragraphs, and the conclusion at the end.
 Step 3: List down questions.
o Connect the content of the text to your research questions
 Is this text relevant to my research question?
 If so, list questions about the content of the article or report

 Step 4: Take down notes
Follow these tips when jotting down reading notes:
 Be concise and write on your own words
 Use bullet points
 Pay attention to citation and references
 Take note of the arguments raised
 Summarize the major parts: the introduction, the body and the conclusion
 Record important quoted materials and the page numbers that you may have to read
again later on
 Write down keywords of any relevant information to your questions These notes will
become your summary of the text, which you can use as reference when writing your
report or project later on.
 Step 5: Evaluate the text
o Identify and evaluate the strengths and weaknesses of the text using these steps:
o Ask questions on the value of the research evaluation questions.
 Has the article/report fulfilled its purpose?
 Is the argument clearly asserted and supported by evidence?
 Is the research valid? (Sufficient, appropriate, adequate, objective, valid methodology?)
 Has the argument been developed logically?
 Does it present solutions based on evidence?
 Are recommendations appropriate to the purpose?
 In what ways does the article/report advance our knowledge of a particular issue?
 What assumptions underlie the research? Are they reasonable?
a) Ask questions on the quality of the information
b) Fill in the evaluation section
c) Using your answers to the above questions in steps 1 and 2:
 What are the strengths of the text?
 What are the weaknesses?
 Step 7: Consolidate your knowledge
o Summarize the text in preparation for writing your assignment
 Make another mind map drawing on your notes and your rough mind map.
 Make headings and note the supporting evidence in dot points.
 Include your evaluation.
 Be creative: use color and arrows; make it easy to visualize.
 Highlight the ideas you may want to use for your assignment.
 Identify areas for further research.

EFFECTIVE STEPS FOR NOTE-TAKING

There is no magic formula to taking notes when reading. You simply have to find out what works best for you.
Your note-taking skills will develop with practice and as you realize the benefits. This section is designed to help
you get started.

1. Highlighting and Emphasizing

Highlighting key words or phrases in text will help you:

 Focus your attention on what you are reading – and make it easy to see key points when re-reading.
 Think more carefully about the key concepts and ideas in the text, the bits that are worth highlighting.
  See immediately whether you have already read pages or sections of text. Make a glossary on a separate
sheet (or document) of notes, so you can easily refer and update it as necessary. Write descriptions of
the terms in your own words to further encourage learning.

2. Making Written Notes

Although highlighting is a quick way of emphasizing key points, it is no substitute for taking proper notes.

There are two main elements that you need to include in your notes:

a) The content of your reading, usually through brief summaries or paraphrasing, plus a few well-chosen
quotes (with page numbers); and
b) Your reaction to the content, which may include an emotional reaction and also questions that you feel
it raises.

It can be helpful to separate these two physically to ensure that you include both (see box).

Your notes may also take various forms and style, for example:

 Linear, or moving from one section to the next on the page in a logical way, using headings and sub-
headings;
 Diagrammatic, using boxes and flowcharts to help you move around the page; and
 Patterns, such as mind maps, which allow a large amount of information to be included in a single page,
but rely on you to remember the underlying information

3. Reviewing and Revising Your Notes In particular, you may want to:

 Use headings or different sheets (or documents) to separate different themes and ideas;
 Use brightly colored pens or flags to highlight important points in your notes. You may find it useful to
have a simple system of color-coding, using different colors for particular themes or issues; and
 Note where your opinions changed, and why

4. Organizing Your Notes

 Notes are of no use to you if you cannot find them when you need to, and spending a lot of time sifting
through piles of papers is a waste of time. It is therefore important to ensure that your notes are well-
organized and you can find what you want when you need it.

WEEK 5
READING STRATEGIES FOR CRITICAL THINKING

Critical thinking requires critical reading to develop because a huge part of you is influenced by what you read
and hear. Up to 80% of knowledge is learned through the eyes, and reading plays the biggest role.
1. Improve your vocabulary
Having a wider vocabulary makes comprehension easier. However, expanding one’s vocabulary, especially for
those who use English as a second or foreign language, may not be a simple task. These practical tips can help
you do this without having to spend hours reading hundreds of words in the dictionary each day.
 Read a wide range of texts to give yourself a varied vocabulary background.
 Have a dictionary at all times.
o An English-Filipino dictionary is useful, but remember that there are English words that cannot
be directly translated directly into Filipino.
o Hence, relying in Webster’s is a better option, especially when studying technical terminologies.
You can also install a dictionary application on your mobile phone and computer for more
convenient access anytime.
 Never assume the meaning of a word that you are unfamiliar with. If you hesitate, then look it up.
 Keep a vocabulary journal where you write down all words that you learn on a daily or weekly basis.
o This can be a notebook or a set of index cards. This is really helpful, especially when memorizing
jargons often used in your industry or field of study.
o Write the definition in your own words and create a sentence using the word that relates to your
life. The more you associate the word to your life, the better the recall.
 Learn at least three words a day and try using them in a sentence. Small actions can take you a long way.
 Find opportunities to apply the learned words in actual conversations. The more frequent you apply the
learned words, the more familiar they can get. Do not force it, though, just for the sake of application
 because it might sound awkward to those you talk with if the usage is improper or the venue is not
applicable.
2. Mind your reading comprehension skills
Monitoring your reading comprehension means being conscious of your recalls. You should be aware of the
words, phrases or sentences that you do not understand fully or confuse you. As you do, you need to challenge
your comprehension for looking for context clues and inducing analytical thinking. Posing questions for you to
answer does not fail in this sense. You may also follow the tips described here to monitor your reading
comprehension.
 Try to recall and explain the key points on your own words after each section.
o The more you can recall, the better the comprehension will be.
o Break your reading up into smaller sections using the subheadings and again recite. Remember,
concentration plays a large part in your ability to comprehend so assess your focus.
 Avoid reading at a slower pace just to compensate for your comprehension level.
o Research tells us that reading at a slower speed often interferes with comprehension because it
forces us to resort to word for word reading.
o Furthermore, let your comprehension level naturally catch up with your reading speed, and not
the other way around.
 Use a line guide to keep focused on the text and avoid having your eyes wander around. It can be a ruler,
an index card or your finger.
3. Improve Your Reading Speed
You can learn to increase your speed by practicing the tips discussed here once you understand your present
reading rate.
 Keep in mind that the reading pace depends on the type of material you are reading and your goal.
o An adventure novel may allow for a quick rate whereas a science text may demand a steadier
rate.
o The type of reading that you need to do also dictates the reading rate.
 If you are reading for detail, you must read at a rate for comprehension.
 If you are reviewing, reading for general main ideas then skimming and using a faster rate
is appropriate.
 Proactively focus on 2-4 words at a time instead of fixating on a per word reading basis.
o Increasing my/ reading rate will/ help me maximize/ my study time. This is basically like trying to
read phrase for phrase instead of word for word.
 Read with your eyes and mind.
o Pronouncing the words while you read slows down your reading speed because it forces your
focus on each word rather than on groups of words.
o Also remember that many formal venues for reading, like the library, require silence all the time.
 Practice makes perfect.
o The more you read, the more proficient you become.
o Practice will increase speed, vocabulary, comprehension, and knowledge base. The challenge is
only hard to deal with at the beginning.
 Force yourself to read at a faster rate for short periods of time. Challenging yourself from time to time
will get you used to reading faster. You can challenge yourself to read a certain number of pages per
hour.
 Go at a speed that is uncomfortable but you are still comprehending the material.
o Reading at an uncomfortable speed can be challenging and stressful at the beginning, but as with
any new task, doing this daily is bound to improve you.
o After practicing this tip for a few days, retime yourself reading at an average rate and you should
see a speed rate increase.
 Avoid rereading as much as possible. Pay attention to your concentration so that rereading becomes
unnecessary. The habit of rereading subconsciously makes you lose focus on your first try.
 You should never read at a rate that is slower than your average rate. Research shows a correlation
between reading rate and comprehension. Slower speed does not guarantee a better understanding of
the material. In fact, research implies that increasing the rate of speed often results in higher
comprehension.
4. Apply The SQ3R Method
Survey, Question, Read, Recite and Review This is an active reading method that, although will seem time
consuming at the beginning, can still enhance your reading comprehension and learning efficiency.
Survey:
 Scan over the table of contents of a new book to have a clear understanding of its content and plan your
reading in advance.
o Is the professor following the format of the book or is he/she changing how the order of the
chapters will be read?
o How much time is he/she allotting per chapter?
 Survey the entire chapter before you start reading
o so that you become familiar with what will be presented and how much time you need.
 Look at the title and all subtitles to know what the chapter is about and how it is broken up into parts.
o Label major headings and subheadings to show the relationship between topics. You may also
want to create your own outline based on your syllabus for easier time management and
planning of tasks.
 Look at the end of the chapter aids, such as questions, summaries, etc.
o This will help you select the main ideas as you read.
o This can also be a great help when trying to read in advance for future discussions. 5 Reading
Strategies for Critical Thinking
 Read the introduction and/or first paragraph first.
o This will tell you the purpose of the chapter and will give you an idea of its importance in relation
to your course.
 Read the last paragraph.
o This will summarize the text and can make understanding of the entire text easier and faster.
 Be mindful of the different terminologies used.
o Bring out index cards and create a terminology index as you read. The author might have used
these words to familiarize you with future topics, so pay attention
Question:
 Turn the subheadings into questions before proceeding to read so that your mind is actively looking for
answers rather than passively reading along.
o This habit also helps you develop critical thinking skills in the process.
 Create questions from information printed in the margins. You may also highlight keywords or key
phrases for future references.
 Create questions for each graph presented. You might need to go back to these data once you review.
o Also remember that teachers usually refer to graphs when creating tests or when discussing.
 Try writing out the questions so that you can periodically look at the questions and stop to see if you can
recall the information. You can also use these questions when reviewing in the future
Read:
 Start reading only when you can concentrate and commit to it. It is advised to read while sitting rather
than lying down as the latter makes you very relaxed, sometimes sleepy or languid.
 You must locate the main idea of each paragraph. Watching out for keywords, such as proper nouns,
numbers, italicized foreign terms, jargons, etc., might help you with this. 6 Reading Strategies for Critical
Thinking
o Identify the topic.
o Find the main idea.
o Look for the supporting details
o Underline the main idea

Recite:
 Take time to paraphrase what you read out loud while reading. It helps you avoid plagiarism and helps
you remember the main idea at the same time.
 Try to associate read material with life experience. You can use mnemonic devices for this.
Review:
The more you review and recite, the better the recall. It actually makes your study time more efficient when
this process becomes a consistent study habit.
 Review starts with organization. Make sure that all notes and handouts are inserted in date order.
 Review your notes and questions created for the daily lesson or chapter.
o Review the highlighted areas of your text.
o Review the comments you made in the text as you read.
o Recite the main points of each section of the chapter.
o Review your index card file.
5. Do Skimming What is skimming?
 Speedy reading for general meaning
 Lets your eyes skip over sentences or phrases that contain details
 Allows you to concentrate on identifying the central or main points
 Pre-views a selection of text prior to detailed reading
 Refreshes understanding of a text following detailed reading
 Speed reading at basic level
 Works best with non-fiction or factual texts
 Speed ranges from 700-1000 words per minute
This speed reading process takes place while reading and allows you to look for details in addition to the main
ideas.
o Many people think that it is a haphazard process placing the eyes where ever they fall.
o However, to skim effectively, there has to be a structure but you don’t read everything.
Skimming will help you locate the information quickly. It will also increase the amount of usable material you
obtain for your research.
o you can quickly locate the information you haven’t mastered yet and study only that material.
What you read is more important than what you leave out.
o Let’s say you are doing research on a long chapter or a web site. By reading the first few paragraphs in
detail, you will get a good idea of what information will be discussed.
o Once you know where the reading is headed, you can begin to read only the first sentence of each
paragraph. Also called topic sentences, they give you the main idea of the paragraph. If you do not get
the main idea in the topic sentence or if the paragraph greatly interests you, then you may want to skim
more.
o At the end of each topic sentence, your eyes should drop down through the rest of the paragraph,
looking for important pieces of information, such as names, dates, or events.
o Continue to read only topic sentences until you are near the end.
o Stop skimming in the last few paragraphs as they may contain the conclusion or summary.
o If you feel you are grasping the main ideas while skimming, then you are skimming correctly. Remember
that your overall comprehension will be lower than if you read in detail.
Ask yourself these questions to decide if you want to use skimming. If you answer yes to any of these, then
skimming is a useful tool for you:
 Is this material non-fiction?
 Do I have a lot to read and only a small amount of time?
 Do I already know something about this?
 Can any of the material be skipped?
6. Do Scanning
What is scanning?
 Passing the vision speedily over a selection of text to find specific words or phrases
 Skipping over large portions of texts to find what you are looking form
 Speed ranges above 1000 words per minute
 Covers more area than skimming within the same amount of time
 Does not require reading of entire texts
 May be limited to specific information and may not help the reader understand the general idea
Skimming vs. Scanning
Skimming
 Meant to identify main points without identifying the details
 Covers 700-1000 wpm
Scanning
 Meant to identify specific details without understanding the main points
 Covers more than 1000 wpm
Speed Reading
For this speed reading process to be successful, you need to understand how your material is structured
as well as comprehend what you read so you can locate the specific information you need.
  Establishing your purpose, locating the appropriate material, and knowing how the information is
structured before you start scanning is essential.
o The material you scan is typically arranged in the following ways: alphabetically, chronologically,
non-alphabetically, by category, or textually. Sometimes information is located within the written
paragraphs of text, also known as a textual sense, as in an encyclopedia entry.
 Use your hands when scanning.
o Using your hand or finger is extremely helpful in focusing your attention and keeping your place
while scanning a column of material.
 Use peripheral vision when scanning.
o When your hand moves down a list of names, you see not only the name your finger is pointing
to, but also the names above and below. Let your eyes work for you when searching for
information.
 Keep the concept of key words in mind while scanning.
o Your purpose will determine the key words. Suppose you are looking for the time a train leaves
from Pasay City for Quezon City. The key words to keep in mind are “from Pasay City” and “to
Quezon City.”
When is the right time to scan?
 You scan when your aim is to find specific pieces of information.
 If you were doing the research for a report, you could scan the index of books, web sites, and reference
materials.
 The most important benefit of scanning is its ability to help you become a more flexible reader.
 Scanning adds another high gear to your reading. Because you may be used to reading every word and
may be uncomfortable leaving some words out, you need to give yourself permission to overlook some
words by skimming, scanning, and skipping material according to your reading purpose.
7. Make Inferences

 Making inferences is a comprehension strategy used by proficient readers to “read between the lines,”
make connections, and draw conclusions about the text’s meaning and purpose.
o Inference means concluding based on knowledge and experience.
o Ability to understand implicit messages conveyed by a writer based on the reader’s schema or
background knowledge
 Take two or more details from the reading and see if you can draw a conclusion. Remember, making an
inference is not just making a wild guess. You need to make a judgment that can be supported.
 When you are asked an inference question, go back over the reading and look for hints within the text,
such as words that are directly related to the question you may be asked or words that indicate opinion