NUB Lectures on Reading, Learning Materials, Testing, & Bilingualism and Biculturalism

What is Reading?

"Reading" is the process of looking at a series of written symbols and getting meaning
from them. When we read, we use our eyes to receive written symbols (letters,
punctuation marks and spaces) and we use our brain to convert them into words,
sentences and paragraphs that communicate something to us.

Reading can be silent (in our head) or aloud (so that other people can hear).

Reading is a receptive skill - through it we receive information. But the complex

process of reading also requires the skill of speaking, so that we can pronounce the
words that we read. In this sense, reading is also a productive skill in that we are both
receiving information and transmitting it (even if only to ourselves).

Reading is the third of the four language skills, which are:

1. Listening
2. Speaking
3. Reading
4. Writing

Reading is a complex cognitive process of decoding symbols in order to construct or

derive meaning (reading comprehension). It is a means of language acquisition, of
communication, and of sharing information and ideas. Like all language, it is a
complex interaction between the text and the reader which is shaped by the reader’s
prior knowledge, experiences, attitude, and language community which is culturally
and socially situated. The reading process requires continuous practice, development,
and refinement. In addition, reading requires creativity and critical analysis.

Reading is making meaning from print. It requires that we:

 Identify the words in print – a process called word recognition

 Construct an understanding from them – a process called comprehension
 Coordinate identifying words and making meaning so that reading is automatic
and accurate – an achievement called fluency

Sometimes you can make meaning from print without being able to identify all the
words. Remember the last time you got a note in messy handwriting? You may have
understood it, even though you couldn't decipher all the scribbles.

Sometimes you can identify words without being able to construct much meaning from
them. Read the opening lines of Lewis Carroll's poem, "Jabberwocky," and you'll see
what I mean.

Some Methods of Reading

1st Method: SQRRR is a reading comprehension method named for its five steps:
survey, question, read, recite, and review. The method was introduced by Francis
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Pleasant Robinson in his 1946 book Effective Study, based on principles documented
in the 1930s.

The method, created for college students, can also be used by elementary school
students, who can practice all of the steps once they have begun to read longer and
more complex texts (around fourth grade).

Similar methods developed subsequently include PQRST and KWL table.

Process
1. Survey
The first step, survey or skim, advises that one should resist the temptation to read
the book and instead glance through a chapter in order to identify headings, sub-
headings and other outstanding features in the text. This is in order to identify
ideas and formulate questions about the content of the chapter.
2. Question
Formulate questions about the content of the reading. For example, convert headings
and sub-headings into questions, and then look for answers in the content of the
text. Other more general questions may also be formulated:
o What is this chapter about?
o What question is this chapter trying to answer?
o How does this information help me?
3. Read (R1)
Use the background work done with "S" and "Q" in order to begin reading actively.
4. Recite (R2)
The second "R" refers to the part known as "Recite/wRite" or "Recall." Using key
phrases, one is meant to identify major points and answers to questions from the
"Q" step for each section. This may be done either in an oral or written format. It is
important that an adherent to this method use his/her own words in order to
evoke the active listening quality of this study method.
5. Review (R3)
The final "R" is "Review." In fact, before becoming acquainted with this method a
student probably just uses the R & R method; Read and Review. Provided the
student has followed all recommendations, the student should have a study sheet
and should test himself or herself by attempting to recall the key phrases. This
method instructs the diligent student to immediately review all sections pertaining
to any key words forgotten

2nd Method: A KWL table, or KWL chart, is a graphical organizer designed to help in
learning. The letters KWL are an acronym, for what students, in the course of a lesson,
already know, want to know, and ultimately learn.

K W L

What I know What I want to know What I learned

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KLEW

Another adaptation of the KWL chart is the KLEW chart. The KLEW chart was
developed by a group of people with various backgrounds including an elementary
school teacher, a professor and a professional development specialist. Within this
chart, the "K" stands for what students know of a topic, the "L" for what is being
learned, the "E" for evidence that supports the learning previously described, and the
"W" for wondering, which leaves room for further questions. This table differs from the
traditional KWL chart as it places an emphasis on observation and examination of
evidence that supports what they see.

3rd Method: One method used to focus on key information when studying from books
is the PQRST method. This method prioritizes the information in a way that relates
directly to how they will be asked to use that information in an exam. PQRST is an
acronym for Preview, Question, Read, Summary, Test.

1. Preview: The student looks at the topic to be learned by glancing over the major
headings or the points in the syllabus.
2. Question: The student formulates questions to be answered following a thorough
examination of the topic(s).
3. Read: The student reads through the related material, focusing on the information
that best relates to the questions formulated earlier.
4. Summary: The student summarizes the topic, bringing his or her own
understanding into the process. This may include written notes, spider diagrams,
flow diagrams, labeled diagrams, mnemonics, or even voice recordings.
5. Test: The student answers the questions drafted earlier, avoiding adding any
questions that might distract or change the subject.

Teaching Reading

Let’s have a look at a couple of examples.

A timetable:

 Who wrote the text? Someone who had the information and wants us to know
certain information, such as times, in order to allow us to travel.
 What is the purpose of the text? To give (travel) information, e.g. times, places
etc.
 How do we read the text? We probably scan through it looking for specific
information which is predetermined, i.e. I’m in X. I want to go to Y. I want to
leave at W and/or I want to arrive at Z.

So when we teach how to read the text in class we want to try and replicate as much
of the real situation as possible. Firstly we need to give the students information as to
where they are, what their destination is, etc. We may also want to focus their
attention on the context and we could use a short listening text where someone is
doing exactly what they will do – trying to find their train. Finally, we can give them a
copy of the timetable and a short time limit in which to find the relevant information.

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A postcard from a friend:

 Who wrote the text? A friend.

 Why did they write it? To say where they were and tell us a little bit about their
holiday.
 Why are we reading it? Because we want to know how they are.
 How do we read it? Quickly at first. We almost certainly predict words before we
read them, especially as there are some conventions to a postcard. For example,
We’re having a … As we read the stem sentence we start to predict the end and
we’re likely to choose wonderful time or lovely time or something similar. If our
friend has written terrible time then we almost certainly reread it as it doesn’t
conform to our expectations.

The way we read the texts is different because the purpose is different. The strategies
we employ are designed to get the information we want from the text in the most
effective way. It is not simply a matter of skimming or scanning, but a set of far more
complex things. We know where we are, where we want to go and when. We’re not
really trying to find out any new information, but simply trying to confirm whether
what we want to do is possible. On the other hand, in the second text we may know
our friend has gone on holiday and we may even know where, but hopefully the rest of
the information is new to us – although not too full of surprises.

Skimming and Scanning

We speed read or skim text to get the gist.; scan text to find a specific piece of
information. Skimming and scanning are both quick reading techniques but they have
different purposes.

What Is Skimming?
Skimming refers to the process of reading only main ideas within a passage to get an
overall impression of the content of a reading selection.). When people wish to find
only important ideas and not all the details, they often skim a text.  This involves
different strategies; for example, when a person skims a newspaper article, he/she
reads the headline, the opening lead line, the first paragraph which contains an
overview of information.  However, the reader probably merely skims the remaining
paragraphs of the article, reading the beginning sentences and glancing at nouns in
the paragraph.  Skimming is used when a person is not interested so much in total
comprehension, but is instead trying to locate essential points and major details. 
Skimming is used to find the main ideas of a text. Skimming works best with non-
fiction (or factual) material. Skimming takes place while reading and allows you to look
for details in addition to the main ideas.

How to skim?

 Read the title.

 Read the introduction or the first paragraph.
 Read the first sentence of every other paragraph.
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 Read any headings and sub-headings.

 Notice any pictures, charts, or graphs.
 Notice any italicized or boldface words or phrases.
 Read the summary or last paragraph.
What you read is more important than what you leave out. 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. 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.

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. Continue to read only topic sentences, dropping down through the rest of the
paragraphs, until you are near the end. Since the last few paragraphs may contain a
conclusion or summary, you should stop skimming there and read in detail.
Remember that your overall comprehension will be lower than if you read in detail. If
while skimming, you feel you are grasping the main ideas, then you are skimming
correctly.

You might use skimming to:

see what’s in the news in a paper or on a website
browse through a book to see if you want to read itlook through the television
guide to see what’s on one evening
flick through a catalogue to see what’s on offer
look through the options given on a Google search to see what sites it suggests

What Is Scanning?
Scanning is a reading technique to be used when you want to find specific information
quickly. In scanning you have a question in your mind and you read a passage only to
find the answer, ignoring unrelated information.
Scanning is a technique used when a person tries to find a specific item such as a
telephone number, a date, a time, etc.  For instance, people often scan flight and train
schedules,  or they scan a page in a telephone book.  When scanning people often
focus on the author's use of organizers such as bold print, lettering, numbering,
colors, signal words such as first, second, and so on. After locating the area on the
page that the person desires, he/she may then skim for more information.

Unlike skimming, while scanning, you look only for a specific fact or piece of
information without reading everything. For scanning 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.

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How to scan?

 State the specific information you are looking for.

 Try to anticipate how the answer will appear and what clues you might use to
help you locate the answer. For example, if you were looking for a certain date,
you would quickly read the paragraph looking only for numbers.
 Use headings and any other aids that will help you identify which sections
might contain the information you are looking for.
 Selectively read and skip through sections of the passage.
The material you scan is typically arranged in the following ways: alphabetically,
chronologically, non-alphabetically, by category, or textually. Alphabetical
information is arranged in order from A to Z, while chronological information is
arranged in time or numerical order. Information can be also be arranged in non-
alphabetical order, such as a television listing, or by category, listings of like items
such as an auto parts catalog. Sometimes information is located within the written
paragraphs of text, also known as a textual sense, as in an encyclopedia entry.
Learning to use your hands while scanning is very helpful in locating specific
information. Do you do anything with your hands to locate a word in a dictionary? To
find a meeting time on your calendar? To read a train or bus schedule? Using your
hand or finger is extremely helpful in focusing your attention and keeping your place
while scanning a column of material.

    Keep the concept of key words in mind while scanning. Your purpose will determine
the key words. Suppose you are looking for the time a train leaves from New York City
for Washington, D.C. The key words to keep in mind are “from New York City” and “to
Washington, D.C.” If you are looking for the cost of a computer printer with the code
number PX-710, the key word to locate in a list of many printers is “PX-710.”

When to scan.?You scan when your aim is to find specific pieces of information. If you
were doing the research for an oral presentation, you could scan the index of books,
web sites, and reference materials. You would discover whether they contain any
information you want and the pages where the information can be found.

You might use scanning to:

look up a word in a dictionary or index
find an address or a phone number in a directory
check what time your programme is on television
look up details or prices in a catalogue
pick out the website you want from options on a Google search

Testing Reading

Task 1

'Twas brillig, and the slithy toves

Did gyre and gimble in the wabe:

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All mimsy were the borogoves,

And the mome raths outgrabe.

What were the toves like? (Answer: slithy)

What did they do? (Answer: gyre and gimble)
Where? (Answer: in the wabe)
Who or what were mimsy? (Answer: the borogoves)
What did the mome raths do? (Answer: outgrabe)

Task 2 – Defining the sub-skills

Look at different reading sub-skills and strategies 1 - 7. Match the definitions a –

g below with the correct sub-skill. Check your ideas in the answer key.

Reading sub-skills and strategies Definitions

1. prediction
2. skim reading
3. gist reading
4. scan reading
5. intensive reading
6. inferring meaning
7. extensive reading
Definitions

a. Reading to get detailed information from the text.

b. Reading a text to locate a specific piece of information such as a word or a number
or a time. It is not necessary to understand the whole text in order to do this.
c. Either guessing the meaning of new vocabulary in a text or understanding meaning
or a message in the text that is not immediately obvious.
d. Reading to get a general but not detailed understanding of the text.
e. Also reading to get an overall but not detailed understanding of the text.
f. Reading longer texts frequently over a period of time. This is usually done
independently and not in the classroom.
g. Looking at headlines, pictures, typeface and layout to guess what you think a text
will be about.

Task 3 – Which sub-skill for which text?

Read the description of the different texts and the motivations for reading (a – h)
below. Decide which reading sub-skills and strategies (1 – 7) you would probably
use to read each. Write the number of the sub-skill / strategy in the second

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column. You will need to use some of the skills more than once, and some texts
may use more than one skill.

Texts and the motivations for reading Sub-skills / Strategies

eg. A novel that you are really enjoying 7

a. A job advertisement for a job that you are really interested in.
b. A couple of unknown words in a text that is included in an exam you are doing.
c. A telephone directory.
d. The editorial of a newspaper that you are not familiar with and whose political
viewpoint you would like to understand.
e. A series of articles, only some of which will be useful to you, for a report you’re
writing.
f. Instructions for kitset furniture you are assembling (you are usually not very good at
doing this!)
g. A travel brochure when you are trying to decide on a holiday destination.
h. An armchair travel book about a country you have enjoyed visiting.
i. An online flight timetable.

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