Reading Skill

D E P A R TM E N T O F E N G L I S H L A N G U A G E A N D A P P L I E D L I N G U I S TI C S A I O U , I S L A M A B A D .
 Presented by Hira Bano
Presented to Sir Jahangir
Language Skill-I
2nd Assignment 5659
Autumn semester, 2016
Objectives

 Elaboration of the presentation

 Definition of the topic

 What is Reading
 Literature review
 Reading Techniques

 Methodology
 Lesson plan
 Finding/ Analysis
 Conclusion
Reading
Reading It is a cognitive process of decoding symbols to derive
meaning from text.
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
Reading Strategies
Evaluative
Comprehension is a process in
Synthesizing which readers construct
Determining
Importance meaning by interacting with
Summarizing and text through the combination of
Paraphrasing Self prior knowledge and previous
Questioning experience, information in the
text and the stance the reader
Inferential Literal
takes in relationship to the
Connecting Creating Images
text.
Comparing Skimming There are further strategies
Inferring Scanning one of them is a combination of
Predicting Self-Questioning visual and non visual
information.
 V I S U A L I N F O R M AT I O N A N D N O N V I S U A L
I N F O R M AT I O N
OR
EYE AND BEHIND THE EYE

Visual Information : The ability to decode, interpret, create,

question, challenge and evaluate texts that communicate with
visual images as well as, or rather than, words. Visually literate
people can read the intended meaning in a visual text, interpret
the purpose and intended meaning, and evaluate the form,
structure and features of the text.

 Non visual information: It simply means not relating to, having,

or depending on vision.
 Lesson Plan Based on combination of
Visual and Non-visual information

Class: 10 students from 10th (5 Language Teachers)

Skill practiced: Reading
Duration: 45 min
Items: Stories in different languages
Topic: Joining Visual and non-visual information
Objectives:
Understanding of Visual/ non-visual information.
Relationship between these two.
Fluent Reading.
Comprehended the given text well.
To make them understand the surface as well as hidden meaning of the text.
 Dutch: Een Wijze Oude Uil
Er was een oude uil die in een eikenhouten woonde. Elke dag zag hij
incidenten gebeuren om hem heen. Gisteren zag hij een jongen te
helpen een oude man met een zware mand te dragen. Vandaag zag hij
een meisje schreeuwde tegen haar moeder. Hoe meer hij zag hoe
minder hij sprak.
Terwijl hij sprak minder, hoorde hij nog veel meer. Hij hoorde mensen
praten en verhalen vertellen. Hij hoorde een vrouw die zei dat een
olifant sprong over een hek. Hij hoorde ook een man zeggen dat hij
nooit een fout had gemaakt.
De oude uil had gezien en gehoord over wat er gebeurd met mensen.
Sommigen werden beter en sommigen werden erger. Maar de oude uil
had wijzer elke dag te worden.
 English: A Wise Old Owl
There was an old owl that lived in an oak. Every day he saw incidents
happening around him. Yesterday he saw a boy helping an old man to
carry a heavy basket. Today he saw a girl shouting at her mother. The
more he saw the less he spoke.
As he spoke less, he heard more. He heard people talking and telling
stories. He heard a woman saying that an elephant jumped over a
fence. He also heard a man saying that he had never made a mistake.
The old owl had seen and heard about what happened to people. Some
became better and some became worse. But the old owl had become
wiser each and every day.
 Below is the result of 10 students who performed after implication of the lesson plan.

Skill Excellent Good Satisfactory Weak

Fluency 9% 28% 10% 53%

Accuracy 18% 71% 11% -

Using Visual 83% 9% 8% -

information
Using non visual 0% 2% 6% 92%
information

Analysis:
In the simplest words possible

The more non-visual information you have when you read,

the less visual information you need.
The less non-visual information you have
when you read, the more visual information you need.
Conclusion
visual and non-visual strategies are as important as one as
separate because there is a whole mechanism in our skull called
brain that work in a very strange way. If we jumble centered
words in our very own language keeping the first and the last
letter we are able to read and understand the correct word and
its meaning for example raed, sotry, thnik.
We could read the Dutch words but could not comprehend
because our non-visual information is not able to search the
combination of tose word in our brain.
Non visual information is too helpful because psycholinguistic
plays its part and make our brain to comprehend the word.
They both are essential to make it possible as well as o enhance
the reading skill.