READING STRATEGIES

BY : SYEDA RIFA ANJUM

Reading is the Key
to learning!
READING
COMPREHENSI
ON IS THE
ABILITY TO READ
TEXT, PROCESS IT
AND UNDERSTAND
ITS MEANING.
Why
Do
We
Read?
 We Read to:
Gain valuable knowledge
Exercise your brain
Improve your focus and concentration
Improve your memory
Enjoy entertainment
Improve your ability to empathize
Improve your communication skills
Reduce stress
Improve your mental health
Live longer
Vocabulary Expansion
Better Writing Skills
 Reading Strategies
 Why do students need to use different reading techniques?

 When students are active readers, alert, and apply multiple

strategies as they read, they are able to understand the text at a
deeper level.

 This lecture covers some of the different reading strategies listed

below:

 Skimming
 Scanning
 Predicting
 Inferring
 Summarizing
 Contextual clues
What is skimming?
Skimming is a reading technique that can help you to:
read more quickly
decide if the text is interesting and whether you should read it in more
detail .

Skimming is a fast reading technique. Use it to obtain the gist of a piece

of text (i.e. to quickly identify the main ideas in the text).
How to skim:
Read the title, subtitles and subheadings to find out what the text is
about.
Look at the illustrations to give you further information about the topic.
Read the first and last sentence of each paragraph.
Don't read every word or every sentence.
How to scan:
Don't try to read every word. Instead let your eyes
move quickly across the page until you find what
you are looking for.
Use clues on the page, such as headings and titles,
to help you.
If you are reading for study, start by thinking up or
writing down some questions that you want to
answer. Doing this can focus your mind and help
you find the facts or information that you need
more easily.
What is scanning?
Scanning is a fast reading technique. It's a way of reading to look for
specific information in a text.

Scanning can be used to read through the ads in a newspaper, or for

browsing TV schedules, timetables, lists, catalogues or web pages for
information. For these tasks you don't need to read or understand every
word.

Scanning is also useful when studying or looking to find specific

information from a book or article quickly as there is not always time to
read every word.
 Sometimes you can use both reading
methods. After you have skimmed a piece
of text to decide whether the text is of
interest, you may wish to use scanning
techniques to locate specific information.
 How is 'skimming' different from 'scanning'?

The term skimming is often confused with

scanning. Remember:
Skimming is used, for example, to get the gist of a
page of a textbook to decide whether it is useful
and should therefore be read more slowly and in
more detail.
Scanning is used to obtain specific information from
a piece of text and can be used, for example, to find
a particular number in a telephone directory.
In short, skimming is like snorkeling,
and scanning is more like pearl
diving.
Snorkeling (Skimming)
 Pearl
Diving

Scanning
 INFERENCE
 Inference is defined as any logical step that leads to a
conclusion based on evidence or reasoning.
 It's akin to a conclusion or a deduction in that it's a well-
informed assumption.
 When reading a tale or a text, inferences are crucial.
Making inferences is an important reading
comprehension ability.
Example:
A character has a diaper in her hand, spit-up on her shirt, and a
bottle warming on the counter.
You can infer that this character is a mother.
Helping students learn to make
inferences while reading:
USING THE IT SAYS, I SAY, AND SO READING
STRATEGY IN THE CLASSROOM
What the research says about reading
comprehension:
The goal of reading comprehension is to construct
meaning while reading.
Proficient readers are able to construct meaning from
text by drawing inferences during and after reading
Inferring allows readers to “read between the lines”, “to
read at a deeper meaning”, and “to make their own
discoveries about the text”
When comprehension strategies (such as drawing
inferences) are directly taught to students, this
instruction has a positive effect on students’ general
comprehension.
Why do students struggle with
making inferences?
Inferential questions are not answered directly in
the text. Students needs to go beyond the text
which means using higher-level thinking skills.

Making inferences relies on what it says in the text

plus the reader’s background knowledge. Many of
our reluctant readers do not have the sufficient
background knowledge to able to make the
inferences asked for in the text.
This strategy helps to?
It breaks down the process of reaching to conclusion.
It shows students how to focus on their background
knowledge to make an inference.
It forces students to go back into the text- look for text
evidence and re-read.
It teaches students the difference between literal and
inferential questions so when they are asked inferential
questions in other classes, they know that they need to
think about the text and their background knowledge in
order to answer the question.
And Most of All..

This strategy allows students to become

independent and metacognitive learners
who can reflect on their learning and
thinking and apply strategies when needed
to help them better understand the text.
Making
Prediction
s
Making Predictions
A strategy in which readers use
information from the text they
are reading and their personal
experiences to anticipate what
they are about to read.
 Making Predictions
Why?
 Anticipation and prediction are key characteristics of
effective reading
 Promotes the use of prior knowledge
 Improves the ability to draw inferences
 Ongoing process that actively engages the reader
 Improves retention
 Making Predictions
How?
 Use title, illustrations and text features to make predictions
 Focus on the text at hand
 Constantly think ahead
 Refine, revise, and verify predictions as you obtain additional
information while reading
 Repeat the process and make new predictions
Making Predictions

Let’s Practice!
Making Predictions

“Mr. Nibbles”
 Making Predictions
“Mr. Nibbles”
 What event is most likely to occur next?
Mr. Nibbles is going to get caught in that mousetrap.
 What evidence from the text and from your own experiences
support your prediction?
I believe this because the device that Mr. Nibbles encounters is a
mouse trap. He is attempting to remove cheese from a mousetrap.
This will probably cause him to get caught by the mousetrap.
What are the benefits of using the strategy
Making Predictions during reading?

A. Improves the ability to draw inferences

B. Improves retention
C. You can enjoy a future career with the
Psychic Network.

D. A and B
 Example
Ronald was running around the classroom with his
shoes untied. One of the nicer boys in the class,
Ezekiel, said, “Ronald, your shoe is untied.” Ronald
replied, “Don’t talk to me.” He did not like Ezekiel.
Ronald then continued running and playing. As he
was running around the bookshelf, he stepped on
one of his shoelaces and…
Based on information in the text and what you, what is likely to occur next?
Suggested Answer

Ronald is probably going to trip over his shoelace

and fall.
I believe this because…
He was warned by another character to tie his shoe
(based on the text).
People commonly trip over untied shoelaces
(informed by what I know).
 Inappropriate Answers
Ronald will reveal to the class that he has the
ability to levitate.
Ronald will run through the wall.
Ronald will run for President of the United States
and win.
These answers are unrelated to what has
already happened or they are completely
outlandish.
 Review
A prediction is when readers attempt to figure out what will happen next.

Good predictions are based on the what has already happened in the text.
Predictions should be informed based on what you know.
Predictions should not be outlandish or unrelated to what has already
happened.
Practice

1. Read the passage.

2. Predict what event will occur next.
3. Explain your answer.
 What event is likely to happen next?
Explain your answer.
A fishing boat is returning from arctic waters with
a large haul of crab when they get caught in a big
storm. The boat is tossed about in the powerful
waves and crashes into a large iceberg. The
iceberg punctures the boat and it begins sinking.
The men scramble to inflate the life rafts…
 Suggested Answer

The crew will board the life rafts and

attempt to weather the storm.
Explanation
The boat is damaged. It cannot continue. The
men are inflating life rafts. They will probably
get in the life rafts next.
2

Tommy was walking down the street when his

neighbor’s dog started barking at him through a
fence. It was a big dog and Tommy never liked him.
He walked over to the dog and started calling the
dog names and yelling at it. The dog barked at
Tommy. Tommy picked up a stick and began poking
the dog through the fence. The dog yelped and
Tommy thought that this was really funny. Then the
dog jumped against the gate and it flopped open…
 Suggested Answer
Tommy is probably going to get attacked by
the dog.
Explanation
Tommy teases the dog and the dog is very
aggressive. Tommy hurts the dog, which
probably made it even more angry. Now the
dog has escaped. It will probably attack Tommy.
3

Betty’s tooth had been sore all day. It was

one of her last baby teeth and it was very loose.
When she sat down to eat her lunch, her tooth
was so sore that she didn’t want to eat. But she
was so hungry. She grabbed the big red apple
from her lunch tray and sunk her teeth into it.
Then she tasted blood. She loosened her bite on
the apple and realized that…
 Suggested Answer
Betty’s baby tooth has fallen out or is stuck
in the apple.
Explanation
Betty’s tooth is loose. Baby teeth fall out.
She took a big bite of an apple. Loose teeth
often get stuck in apples. She tasted blood,
which means her tooth has probably fallen
out.
4

Katrina had been starving ever since she was

thrown out of the castle. She had not eaten in days. As
she walked by the market, the smells of roasting lamb
and chicken caused her mouth to fill with saliva. She
wondered how much longer she could last without
food. A bread wagon rolled past. It swerved suddenly to
avoid a child who had ran across the road. As it swerved
a small loaf of bread fell from the truck and landed on
the dusty ground. The end of the loaf was in a puddle.
Katrina looked around and noticed that nobody was
watching, then she…
 Suggested Answer
Katrina is either going to eat the loaf of bread or
hide it in her clothes and eat it later.
Explanation
Katrina is so hungry that she is desperate. She
looks around before she makes her move, which
shows that she is thinking about doing
something that she does not want others to
know.
5
It was a hot summer day and Kyle had just
bought a popsicle from the ice-cream man. As he
was about to open the popsicle his mom called him
in the house to talk about his progress report. Kyle
put the popsicle down on the stoop and went to
talk with his mother. Twenty minutes later he came
back outside to get his popsicle. Some clouds had
moved and now the sealed popsicle was sitting
directly in the sun. Kyle picked up the package
and…
 Suggested Answer
The popsicle was completely melted. Perhaps it leaks
out of the package.

Explanation
Kyle has left the popsicle in the sun for
much too long. Frozen things melt in the
sunlight and hot weather; therefore, Kyle’s
popsicle has probably melted.
 CONTEXT CLUES:
Context cues are hints present in a
sentence, paragraph, or passage
that helps a reader figure out what
new or unfamiliar words mean.
● When a reader comes across an unfamiliar word, a dictionary
is not always available.
● Many words have multiple meanings, which the reader must
be aware of. Only by paying attention to the context in which
a term is used can the reader choose a suitable definition for
the context.
● The reader should rely on context clues:
✔ when an obvious clue to meaning is offered, or
✔ when only a general sense of the meaning is required for the
reader's needs.
●Context clues should not be relied upon and a
dictionary should be consulted:
✔ when a specific meaning is necessary
✔ when clues offer numerous possible definitions
✔ when neighboring words are unfamiliar
✔ when the unknown word is a common one that
will be used again.
TYPES OF CONTEXT CLUES:
1. Definition / Description Clue:
The new term might be explicitly defined, or a suitable
explanation could be provided inside the sentence or the next
sentence. “That is,” commas, dashes, and parentheses are all
clues to definition.

Example:
Fluoroscopy, examination with a fluoroscope, has become a
common practice. The commas before and after “examination
with a fluoroscope” point out the definition of “fluoroscopy.”
2. Example Clues:
When a reader comes across a new word, an example
may appear alongside that helps to convey its meaning.
Example clues are highlighted by words like including,
such as, and for example.

Example:
Celestial bodies, including the sun, moon, and stars,
have fascinated man through the centuries. “Celestial”
objects are those in the sky or heavens.
3. Synonym Restatement Clue:
The reader may discover the meaning of an unknown word
because it repeats an idea expressed in familiar words nearby.
Synonyms are words with the same meaning.

Example:
The mountain pass was a tortuous road, winding and twisting
like a snake around the trees of the mountainside. “Tortuous”
means “winding and twisting.”
4. Contrast / Antonym Clue:
Words with opposing meanings are known as antonyms. The
meaning of an unfamiliar word is contrasted with the meaning of
a familiar term in an opposite meaning context cue. Contrast
clues can be found in words like "despite," "although," and
"but.“

Example:
When the light brightens, the pupils of the eyes contract;
however, when it grows darker, they dilate. “Dilate” means the
opposite of “contract.”
5. Mood / Tone Clue:
The author sets a mood, and the meaning of the
unknown word must harmonize with the mood.

Example:
The lugubrious wails of the gypsies matched the dreary
whistling of the wind in the allbut-deserted cemetery.
“Lugubrious,” which means “sorrowful,” fits into the
mood set by the words “wails,” “dreary,” and “deserted
cemetery.”
6. Experience Clue:
A reader may have firsthand knowledge of how people or things
behave in a certain circumstance. This understanding is the key
to deciphering a word's meaning.

Example:
During those first bewildering weeks, the thoughts of a college
freshman drift back to high school where he was “in,” knew
everyone, and felt at home. A feeling of nostalgia sweeps over
him.
7. Analysis Or Structure Clue:
The parts that make up a word can provide obvious hints to its
meaning. A reader's understanding of prefixes, roots, and suffixes
might help them use this form of context cue. A reader's
vocabulary can be expanded by learning just one word part. The
power of word parts lies in the capacity to integrate the roots and
affixes with the context in which a word is used to uncover the
author's meaning.

Example:
The story is incredible. The root cred means “to believe,’ and the
prefix in means “not.” Therefore, if a story is incredible, it is
unbelievable.
8. Inference Clue:
Sufficient clues might be available for the careful reader
to make an educated guess at the meaning.
Example:
She told her friend, “I’m through with blind dates
forever. What a dull evening! I was bored every minute.
The conversation was absolutely vapid.”
“Vapid” means “uninteresting.”
9. Cause And Effect Clue;
The author explains why the word exists or what it
means. Context hints can be found in words like
"because," "because," "hence," "thus," "so," and
others.
Example:
She wanted to impress all her dinner guests with the
food she served, so she carefully studied the
necessary culinary arts. “Culinary” means “food
preparation.”
A summary
is a
significant
reduction
of the
original
source.
 To write an effective summary, follow these
guidelines:
• Determine the main idea of the piece you have
read or viewed.
• Write one sentence that captures that main idea.
• As you read or view, note the major areas of
evidence that the piece provides.
• Then write one sentence that communicates the
gist of each of these major areas.
Avoid these
common
problems …
To avoid plagiarizing, do not look at the source
while you are composing the summary.
Use what
you
remember
from the
reading or
viewing.
Write the summary in
your own words.
 After you have
written the summary,
you can revisit the
source to confirm
facts.
Do not express an opinion about
the source. Neither disagree ...
Do not open the s !
n k
summary with St
i

“In this article,

it says ...” or
“This video is
about …”
 Use this formula:
Specific name of piece +
strong action verb + main
idea.
The 60 Minutes story “Thrift Shop Masterpiece”
explains the controversy surrounding a possible
Jackson Pollack painting.
That sounds
so much
better!
 Let’s Practice
A condition called atrial fibrillation produces an abnormal heartbeat. People feel their heart race
and they lose their breath. It may last for a few seconds, but it can get worse and worse with age,
leading to a heart attack or stroke. Doctors generally treat atrial fibrillation with drugs. But a new
study shows that another treatment may have better results for patients who were not helped by
drug therapy. The treatment is called catheter ablation. Doctors place a long thin tube called a
catheter into the heart. Then they use radio frequency energy to heat the tissue around the
catheter. The heat burns off a small amount of heart muscle. The goal is to block abnormal
electrical activity in the heart. Researchers studied more than one hundred fifty patients who had
failed to respond to at least one drug in the past. In the study, about one hundred of them had
catheter ablation. The others were treated with more drugs. There was a nine-month follow-up
period to compare the effectiveness. Dr. David Wilber at Loyola University Medical Center in
Illinois was the lead author of the study. He says catheter ablation worked in sixty to seventy
percent of the patients. By comparison, abnormal heartbeats returned in eighty to ninety percent
of those treated with drugs. But Dr. Wilber says catheter ablation is not meant to be the first
treatment choice for atrial fibrillation. He suggests it only when drug therapy fails to work. The
study appeared in the Journal of the American Medical Association.
Suggestive Summary
Students may write their own.
An irregular heartbeat is caused by a disorder known as atrial
fibrillation. It can get worse and worse with age, leading to a heart
attack or stroke. Doctors generally treat it with drugs, but a new study
shows another treatment may have better results. The treatment is
called catheter ablation, where doctors use radio frequency energy to
heat tissue around the catheter. Wilber says catheter ablation is not
meant to be the first treatment choice for atrial fibrillation. He says
catheter ablation worked in sixty to seventy percent of the patients.
Some Other Reading
Strategies are:
1. Compare and Contrast Reading Strategy https://
www.youtube.com/watch?v=3MARlXkg4Zg
2. Sequencing Strategy: https://
www.youtube.com/watch?v=ELFJP0PUmTU
3. Meaning in the context: https://
www.youtube.com/watch?v=3S0M9-777Bs
4. Asking Questions: https://www.youtube.com/watch?v=I_4AreWn2_Q
5. Drawing Conclusion: https://www.youtube.com/watch?v=Yj-lqA-Wal0
6. Key word Reading strategy : https://
www.youtube.com/watch?v=A0Sn7f7pkXI
Additional Link
https://www.bestmytest.com/toefl/reading