The document discusses reading and writing skills. It defines reading as retrieving stored information or ideas and explains that reading helps with mental development, vocabulary, and understanding new information. It also discusses different types of reading like skimming, scanning, intensive reading, and literature reading. The document then covers various writing skills and types of writing like formal, informal, narrative, expository, descriptive, and persuasive writing. It provides details on writing paragraphs, letters, stories, and using dialogue in writing.
The document defines key terms used for different types of writing such as narrative, persuasive, and informative essays. It outlines important elements for each type such as conflict and resolution for narratives, arguments and supporting details for persuasive writing, and main ideas and facts for informative essays. Transitions, word choice, and language appropriate for the audience and purpose are discussed as important across all types of writing.
The document discusses different types of reading and strategies to improve reading skills. It outlines various reading types like skimming, scanning, intensive and extensive reading. Skimming is reading quickly to get the general idea while scanning is reading quickly to find specific information. Intensive reading requires understanding the whole text while extensive reading is for pleasure. The document also lists reading strategies such as predicting, visualizing, asking questions, making connections, identifying details and evaluating the text. It notes that slow readers read less than 100 words per minute and provides tips for improving reading like not reading word by word and reducing stopping time.
Reading is a process that involves recognizing words and developing comprehension through negotiating meaning between text and reader. There are different types of reading including skimming, scanning, intensive reading, and extensive reading. Skimming involves quickly reading to get the general idea, while scanning specifically searches for a word or fact. Intensive reading involves close reading with learning aims, while extensive reading is for enjoyment to develop skills without focusing on unknown words. Improving reading requires making time, choosing appropriate books, asking questions, improving fluency, slowing down, reading various texts, and rereading.
This document discusses various reading skills and strategies. It covers:
1. Reading for pleasure and comprehension, including scanning, previewing, vocabulary, topics, and main ideas.
2. Patterns of organization, skimming, making inferences, and summarizing to improve reading comprehension.
3. Thinking in English while reading and reading faster to improve reading ability and comprehension.
This document provides an overview of reading skills and strategies for teaching reading. It defines reading as an active process of making sense of text that involves using one's background knowledge and understanding vocabulary, grammar, and text structure. It describes different purposes for reading, such as for pleasure or to find specific information. Key reading subskills discussed include scanning, skimming, reading for detail, and extensive reading. The document also outlines activities and considerations for designing effective reading lessons, including using introductory, main, and post-reading activities with appropriate texts and comprehension tasks.
The document discusses important reading skills for college success. It emphasizes that reading and writing are the two most important skills for college. It provides tips for improving reading skills, such as committing to reading goals, planning time and space to concentrate, using strategies like previewing, skimming, active reading and reviewing. The document also discusses how to read different sources like primary and secondary sources and how to develop vocabulary. It stresses that college reading requires concentration and that students are expected to complete readings before class.
This document discusses different reading strategies and skills:
1) Previewing material allows readers to scan what lies ahead, estimate reading time based on length and structure, and plan accordingly based on difficulty.
2) Skimming involves reading twice as fast to get the general content by focusing on introductions, topic sentences, and bold terms. It provides an overview without deeply reading.
3) Active reading focuses on identifying main ideas and understanding how supporting points reinforce them, getting interested and involved in the text.
This document discusses fundamentals of writing, including defining writing as a medium of communication that represents language and emotion through signs and symbols. It notes that writing relies on similar structures as speech like vocabulary and grammar. The document also outlines the basic writing process, noting one should assess the audience and purpose, write a draft while referring to an outline, edit at both a global and local level to check content and structure, and then proofread for errors. Key elements of writing discussed include clarity, conciseness, correctness, and tone.
This document discusses various principles and approaches to writing and reading as communicative processes. It addresses the importance of considering the audience and context, and how top-down and bottom-up processing can contribute to effective composition and interpretation. The key aspects outlined include developing coherence and cohesion, assessing prior knowledge and schemata, and engaging in metacognition and revision to achieve successful communication through written texts.
This document discusses various strategies for reading instruction including graphic organizers, vocabulary building, journals, KWL charts, and the SQ3R reading method. Graphic organizers like story pyramids, Venn diagrams, and cause-and-effect diagrams can help structure information from stories. Building vocabulary through activities like word unscrambling, analogies, and understanding prefixes and roots is also discussed. Keeping journals allows students to reflect on stories and assess their progress. The KWL chart organizes what students already know, want to learn, and learned about a topic. Finally, the SQ3R reading method involves surveying, questioning, reading, reciting and reviewing content.
Fundamental of writing communication session 7 8kailashjaiswal21
油
The document provides guidance on developing effective business writing skills. It discusses the importance of writing ability in business and outlines several key principles for good business writing, including using unity, emphasis, conciseness, clarity, completeness, accuracy and plain language. It also describes the three main stages of the writing process - pre-writing, free-writing, and re-writing - and provides tips for clear sentences and paragraphs through techniques like using familiar words, short sentences, concrete language and active voice.
The document discusses the importance of effective writing in professional and academic settings. It notes that good writing is still important for business and academics despite trends towards brevity. Effective writing is concise, clear, and avoids grammatical mistakes. It gets to the point using paragraphs, lists, and effective questions while employing an appropriate tone. Key aspects of effective writing include being concise, using active words, providing examples, having a logical structure, limiting commas, understanding the audience, and revising.
Academic English Skills: Reading ComprehensionIwan Syahril
油
The document discusses reading comprehension and strategies. It introduces schema theory, which explains that readers bring their own knowledge and experiences to a text to construct meaning. There are two categories of schema: content schema about people and the world, and formal schema about discourse structure. The document also discusses skimming and scanning as strategies to quickly get the main idea or find specific information when reading.
The document outlines the writing and revision process in three main steps:
1. Organization - Writers organize their thoughts systematically according to the type of paper, such as informative or argumentative. Organization ensures a clear purpose, logical structure, and clear conclusion.
2. Crafting paragraphs - Paragraphs are groups of related sentences that develop a controlling idea expressed in a topic sentence. Each paragraph must relate its idea to the overall thesis.
3. Revision - Revision improves meaning and clarity. Writers review for issues like thesis, organization, and coherence, focusing on one issue at a time to strengthen communication for readers.
The document provides guidance on writing techniques such as planning, collecting information, ordering information, and the writing process. It discusses identifying the audience and purpose of a document. Common ways to order information discussed include chronological order for narratives, stages of a process, general to specific order and vice versa, most to least important, advantages and disadvantages, comparison and contrast, and problem-solution patterns. Methods for collecting information include mind maps, tables, charts, and different types of charts. The writing process involves prewriting, drafting, revising, and editing.
The document summarizes research on reading skills, presenting various taxonomies and categorizations of skills. It discusses word attack skills, comprehension skills, fluency skills, and critical reading skills. It examines studies that looked at the role of lower-level word processing skills and higher-level comprehension skills in second language reading. While many models present reading skills in a hierarchical order, the document argues there is no strict hierarchy and skills are mediated by text, purpose, and content.
Writing is a complex process that allows writers to explore ideas and thoughts. It involves concretizing sentences and thinking in the language being written. Writing styles can be technical, factual, and objective, or creative, imaginative, and subjective. The writing process involves pre-writing like identifying topics, gathering research, and outlining; writing a first draft; revising through adding, rearranging, removing, and replacing content; editing for clarity, grammar, and style; and publishing. Key aspects of writing include understanding purpose, audience, and structure, and using clear, correct, concise, and complete language.
This document summarizes several key models and components of teaching reading to English language learners (ELLs). It discusses what reading is, several influential models of the reading process (Rumelhart, Stanovich, LaBerge & Samuels, schema theory), components of ESL reading instruction (phonics, vocabulary, pre-reading activities, reading modes), sources of reading material, assessing reading effectiveness, and provides sample reading lessons for beginner, intermediate and advanced ELL levels. It concludes by emphasizing the importance of understanding students' background knowledge and cultural outlooks.
Reading is the process of extracting meaning from written symbols. There are various reasons for reading, such as language learning or obtaining information from magazines, letters, etc. The aims of reading include being able to read unfamiliar texts silently with understanding. Problems in reading comprehension can arise from concepts, vocabulary, discourse markers, or issues linking ideas beyond the literal text. Faulty habits include subvocalizing or finger pointing. There are three levels of comprehension - literal, inferential, and evaluative. The three main approaches to teaching reading are bottom-up, top-down, and interactionist. Skimming and scanning are speed reading techniques - skimming obtains the overall idea while scanning searches for specific information quickly.
The document discusses different listening and reading skills and strategies. It describes tasks to help students improve their listening skills, including listening for the main message and details. It also discusses top-down and bottom-up listening approaches. For reading, it discusses reading speed, scanning, skimming, reading for detail, and extensive reading. It emphasizes getting the overall message for listening and reading. It provides examples of listening and reading tasks and the importance of feedback.
This document contains exercises and reading passages about describing people's physical appearances and comprehending descriptions. It includes vocabulary words for physical traits, passages describing people, and exercises to match descriptions to people and extract descriptive words from texts. The goal is to help students improve their reading comprehension and ability to understand descriptions of people.
The document discusses the connections between reading and writing. It argues that reading and writing are interconnected processes that involve communication. Both reading and writing are processes that take time and work, and involve careful organization of thoughts. The reader's goal is to understand the writer's message, while the writer's goal is to convey a message to the reader. Active readers and writers both engage with the text or writing by analyzing words, structure, and ideas. Benefits of reading include exposure to accurate writing models, while benefits of writing include the ability to voice thoughts and engage in conversation with other writers. The document encourages readers to engage with texts through writing by considering topics, keeping journals, experimenting, studying formats, and writing in margins.
Here is a draft postcard from a visitor in their hometown:
May 5, 2022
Dear Ahmed,
I'm back visiting my hometown of Jeddah. It's so nice to be back where I grew up. The corniche is as beautiful as ever with people walking and cycling along the sea. I stopped by the old souq and enjoyed browsing the spice and fabric shops. The smells transported me back to my childhood. I'm having kushari for lunch at one of our favorite places. I bought you back some baklawa and oranges from the local market. I wish you could visit your family with me. I'll be back in Cairo next week.
Missing you,
Y
Pstti enhancing reading skills to a preschoolerPSTTI
油
The document discusses ways to enhance reading skills in pre-schoolers. It notes that pre-school is a critical learning period, so reading skills should be developed. Some challenges pre-schoolers face with reading include seeing letters and numbers as alike and finding reading boring. The document recommends activities like using flashcards to learn letter sounds, reading aloud together, sequencing stories, and visiting the library to develop interest and skills. The goal is to make reading an enjoyable habit for children at this age.
There are 4 main reading skills that help one become a competent reader: word attack, comprehension, fluency, and critical reading. Word attack involves understanding words and punctuation. Comprehension requires using context clues to predict meanings. Fluency is seeing phrases as wholes. Critical reading means analyzing and evaluating a text to understand the intended message without missing details. Mastering these skills allows readers to scan for information, survey a text's layout, use titles to form questions, and skim using introductions, conclusions, and section headings.
This document provides instructions for writing a factual article. It defines a factual article as a style of writing based on facts and figures about any topic. The document outlines the steps for writing a factual article, which include identifying the reader and objectives, selecting materials and structure, and following conventions of report writing. It also discusses including an introduction, body, and conclusion. Tips are provided, such as using short, clear sentences and sober language to communicate information straightforwardly. Examples of factual article structures and references are included.
Technical English for Engineers | Mechanical Engineer | Audit Course - III Yash Sawant
油
The document provides guidance on writing an effective statement of purpose (SOP) for graduate school applications. It discusses the key components of an SOP, including an introductory paragraph about one's long-term goals and interest in the program, 2-3 paragraphs on one's academic background and experience, a paragraph on why one is interested in the specific program, a paragraph with short- and long-term career goals, a paragraph on why the target university is a good fit, and a concluding paragraph reiterating one's commitment and preparedness. Effective SOP writing demonstrates passion for the field and convinces the admission committee that one will succeed in the program and career.
This document provides an overview of reading instruction strategies for kindergarten through 5th grade, including a summary of Reader's Workshop components and strategies to support reading development at home and over the summer. It discusses focusing on surface reading structures like fluency and decoding in early grades and shifting to deep reading structures like comprehension and making inferences in later grades. Specific strategies are outlined for different grade levels, such as asking questions about characters and settings for younger readers and monitoring comprehension and vocabulary for older readers.
This document discusses reading and writing skills. It defines reading as decoding symbols to derive meaning from text, and identifies three components of reading: decoding, comprehension, and retention. It describes two types of reading - extensive and intensive. Writing is defined as arranging symbols according to conventions to form words and sentences. The importance of writing is discussed. The roles of a reading teacher and strategies to improve students' reading and writing are outlined.
This document discusses various principles and approaches to writing and reading as communicative processes. It addresses the importance of considering the audience and context, and how top-down and bottom-up processing can contribute to effective composition and interpretation. The key aspects outlined include developing coherence and cohesion, assessing prior knowledge and schemata, and engaging in metacognition and revision to achieve successful communication through written texts.
This document discusses various strategies for reading instruction including graphic organizers, vocabulary building, journals, KWL charts, and the SQ3R reading method. Graphic organizers like story pyramids, Venn diagrams, and cause-and-effect diagrams can help structure information from stories. Building vocabulary through activities like word unscrambling, analogies, and understanding prefixes and roots is also discussed. Keeping journals allows students to reflect on stories and assess their progress. The KWL chart organizes what students already know, want to learn, and learned about a topic. Finally, the SQ3R reading method involves surveying, questioning, reading, reciting and reviewing content.
Fundamental of writing communication session 7 8kailashjaiswal21
油
The document provides guidance on developing effective business writing skills. It discusses the importance of writing ability in business and outlines several key principles for good business writing, including using unity, emphasis, conciseness, clarity, completeness, accuracy and plain language. It also describes the three main stages of the writing process - pre-writing, free-writing, and re-writing - and provides tips for clear sentences and paragraphs through techniques like using familiar words, short sentences, concrete language and active voice.
The document discusses the importance of effective writing in professional and academic settings. It notes that good writing is still important for business and academics despite trends towards brevity. Effective writing is concise, clear, and avoids grammatical mistakes. It gets to the point using paragraphs, lists, and effective questions while employing an appropriate tone. Key aspects of effective writing include being concise, using active words, providing examples, having a logical structure, limiting commas, understanding the audience, and revising.
Academic English Skills: Reading ComprehensionIwan Syahril
油
The document discusses reading comprehension and strategies. It introduces schema theory, which explains that readers bring their own knowledge and experiences to a text to construct meaning. There are two categories of schema: content schema about people and the world, and formal schema about discourse structure. The document also discusses skimming and scanning as strategies to quickly get the main idea or find specific information when reading.
The document outlines the writing and revision process in three main steps:
1. Organization - Writers organize their thoughts systematically according to the type of paper, such as informative or argumentative. Organization ensures a clear purpose, logical structure, and clear conclusion.
2. Crafting paragraphs - Paragraphs are groups of related sentences that develop a controlling idea expressed in a topic sentence. Each paragraph must relate its idea to the overall thesis.
3. Revision - Revision improves meaning and clarity. Writers review for issues like thesis, organization, and coherence, focusing on one issue at a time to strengthen communication for readers.
The document provides guidance on writing techniques such as planning, collecting information, ordering information, and the writing process. It discusses identifying the audience and purpose of a document. Common ways to order information discussed include chronological order for narratives, stages of a process, general to specific order and vice versa, most to least important, advantages and disadvantages, comparison and contrast, and problem-solution patterns. Methods for collecting information include mind maps, tables, charts, and different types of charts. The writing process involves prewriting, drafting, revising, and editing.
The document summarizes research on reading skills, presenting various taxonomies and categorizations of skills. It discusses word attack skills, comprehension skills, fluency skills, and critical reading skills. It examines studies that looked at the role of lower-level word processing skills and higher-level comprehension skills in second language reading. While many models present reading skills in a hierarchical order, the document argues there is no strict hierarchy and skills are mediated by text, purpose, and content.
Writing is a complex process that allows writers to explore ideas and thoughts. It involves concretizing sentences and thinking in the language being written. Writing styles can be technical, factual, and objective, or creative, imaginative, and subjective. The writing process involves pre-writing like identifying topics, gathering research, and outlining; writing a first draft; revising through adding, rearranging, removing, and replacing content; editing for clarity, grammar, and style; and publishing. Key aspects of writing include understanding purpose, audience, and structure, and using clear, correct, concise, and complete language.
This document summarizes several key models and components of teaching reading to English language learners (ELLs). It discusses what reading is, several influential models of the reading process (Rumelhart, Stanovich, LaBerge & Samuels, schema theory), components of ESL reading instruction (phonics, vocabulary, pre-reading activities, reading modes), sources of reading material, assessing reading effectiveness, and provides sample reading lessons for beginner, intermediate and advanced ELL levels. It concludes by emphasizing the importance of understanding students' background knowledge and cultural outlooks.
Reading is the process of extracting meaning from written symbols. There are various reasons for reading, such as language learning or obtaining information from magazines, letters, etc. The aims of reading include being able to read unfamiliar texts silently with understanding. Problems in reading comprehension can arise from concepts, vocabulary, discourse markers, or issues linking ideas beyond the literal text. Faulty habits include subvocalizing or finger pointing. There are three levels of comprehension - literal, inferential, and evaluative. The three main approaches to teaching reading are bottom-up, top-down, and interactionist. Skimming and scanning are speed reading techniques - skimming obtains the overall idea while scanning searches for specific information quickly.
The document discusses different listening and reading skills and strategies. It describes tasks to help students improve their listening skills, including listening for the main message and details. It also discusses top-down and bottom-up listening approaches. For reading, it discusses reading speed, scanning, skimming, reading for detail, and extensive reading. It emphasizes getting the overall message for listening and reading. It provides examples of listening and reading tasks and the importance of feedback.
This document contains exercises and reading passages about describing people's physical appearances and comprehending descriptions. It includes vocabulary words for physical traits, passages describing people, and exercises to match descriptions to people and extract descriptive words from texts. The goal is to help students improve their reading comprehension and ability to understand descriptions of people.
The document discusses the connections between reading and writing. It argues that reading and writing are interconnected processes that involve communication. Both reading and writing are processes that take time and work, and involve careful organization of thoughts. The reader's goal is to understand the writer's message, while the writer's goal is to convey a message to the reader. Active readers and writers both engage with the text or writing by analyzing words, structure, and ideas. Benefits of reading include exposure to accurate writing models, while benefits of writing include the ability to voice thoughts and engage in conversation with other writers. The document encourages readers to engage with texts through writing by considering topics, keeping journals, experimenting, studying formats, and writing in margins.
Here is a draft postcard from a visitor in their hometown:
May 5, 2022
Dear Ahmed,
I'm back visiting my hometown of Jeddah. It's so nice to be back where I grew up. The corniche is as beautiful as ever with people walking and cycling along the sea. I stopped by the old souq and enjoyed browsing the spice and fabric shops. The smells transported me back to my childhood. I'm having kushari for lunch at one of our favorite places. I bought you back some baklawa and oranges from the local market. I wish you could visit your family with me. I'll be back in Cairo next week.
Missing you,
Y
Pstti enhancing reading skills to a preschoolerPSTTI
油
The document discusses ways to enhance reading skills in pre-schoolers. It notes that pre-school is a critical learning period, so reading skills should be developed. Some challenges pre-schoolers face with reading include seeing letters and numbers as alike and finding reading boring. The document recommends activities like using flashcards to learn letter sounds, reading aloud together, sequencing stories, and visiting the library to develop interest and skills. The goal is to make reading an enjoyable habit for children at this age.
There are 4 main reading skills that help one become a competent reader: word attack, comprehension, fluency, and critical reading. Word attack involves understanding words and punctuation. Comprehension requires using context clues to predict meanings. Fluency is seeing phrases as wholes. Critical reading means analyzing and evaluating a text to understand the intended message without missing details. Mastering these skills allows readers to scan for information, survey a text's layout, use titles to form questions, and skim using introductions, conclusions, and section headings.
This document provides instructions for writing a factual article. It defines a factual article as a style of writing based on facts and figures about any topic. The document outlines the steps for writing a factual article, which include identifying the reader and objectives, selecting materials and structure, and following conventions of report writing. It also discusses including an introduction, body, and conclusion. Tips are provided, such as using short, clear sentences and sober language to communicate information straightforwardly. Examples of factual article structures and references are included.
Technical English for Engineers | Mechanical Engineer | Audit Course - III Yash Sawant
油
The document provides guidance on writing an effective statement of purpose (SOP) for graduate school applications. It discusses the key components of an SOP, including an introductory paragraph about one's long-term goals and interest in the program, 2-3 paragraphs on one's academic background and experience, a paragraph on why one is interested in the specific program, a paragraph with short- and long-term career goals, a paragraph on why the target university is a good fit, and a concluding paragraph reiterating one's commitment and preparedness. Effective SOP writing demonstrates passion for the field and convinces the admission committee that one will succeed in the program and career.
This document provides an overview of reading instruction strategies for kindergarten through 5th grade, including a summary of Reader's Workshop components and strategies to support reading development at home and over the summer. It discusses focusing on surface reading structures like fluency and decoding in early grades and shifting to deep reading structures like comprehension and making inferences in later grades. Specific strategies are outlined for different grade levels, such as asking questions about characters and settings for younger readers and monitoring comprehension and vocabulary for older readers.
This document discusses reading and writing skills. It defines reading as decoding symbols to derive meaning from text, and identifies three components of reading: decoding, comprehension, and retention. It describes two types of reading - extensive and intensive. Writing is defined as arranging symbols according to conventions to form words and sentences. The importance of writing is discussed. The roles of a reading teacher and strategies to improve students' reading and writing are outlined.
1) Teaching reading involves balancing bottom-up and top-down processing approaches as well as activating students' schema and background knowledge.
2) Extensive reading is key to building reading ability, competence, vocabulary and spelling. Culture and cognition also play important roles.
3) Effective reading instruction utilizes a variety of techniques including activating schema, developing strategies, and balancing oral reading, silent reading, and extensive reading.
Study skills are important to develop life skills like critical thinking, decision making, and problem solving. Basic skills of communication include listening, reading, writing, and oral presentation. Listening involves receiving and constructing meaning from spoken messages. There are active listening techniques like paying attention and providing feedback. Note taking involves writing down key points from a lecture verbatim, while note making involves understanding and rephrasing the information in your own words. Proper citations and referencing are important to avoid plagiarism when writing essays or research papers.
Skills of Reading, Types of Reading, Difficulty in Reading, Analysis of reading skills, Problems in Reading English, Methods to control Pronunciation, Terms of Reading..
The document discusses effective reading skills and fluency. It introduces the importance of reading both for students and professionals. It explains that the purpose of reading is to connect new ideas to existing knowledge. The document then discusses reading rates and tips to increase reading speed, such as avoiding focusing on individual words and reading in word groups. It also covers comprehension, reasons for poor comprehension, and ways to improve comprehension skills, such as reading a variety of materials and understanding context. Finally, it discusses techniques like skimming, scanning, understanding text structure and punctuation to aid reading.
The document discusses reading strategies and techniques for teaching reading. It provides assumptions about the nature of reading, including that readers need to understand some words to understand meaning and construct meaning from both bottom-up and top-down processes. It also outlines guidelines for beginning reading instruction, including starting with letters and their sounds before names. Various reading tasks and activities are proposed, such as pre-reading questions, summarizing, and representing the context through drawings or diagrams. Characteristics of efficient and inefficient reading are contrasted.
Reading is an important skill for students to acquire knowledge and intellectual growth. There are two main types of reading: reading for pleasure, where the reader chooses what to read, and reading for a specific purpose, where the reader has a goal in mind such as passing a test. Effective reading skills include scanning to find specific information quickly, skimming to get the main ideas of a text, intensive reading to extract details, comprehension to predict what will come next, and critical reading to question biases and viewpoints. Developing vocabulary and understanding context are also important reading skills.
Developing proficiency in written comprehension and productionPRASANTH VENPAKAL
油
This document discusses strategies for developing reading comprehension skills. It begins by explaining that reading comprehension involves both shallow and deep processing of text. It then describes different types of reading like loud reading, silent reading, intensive reading, and extensive reading. It also discusses skills like skimming, scanning and skipping. The document ends by listing strategies that can be used to improve comprehension, such as building background knowledge, teaching vocabulary explicitly, and using graphic organizers to aid understanding.
Here you will find; What is Reading skill? What is the Purpose of reading? Obstacles (barriers) of effective reading. Techniques of effective reading. Strategies of reading. Methods of reading. Types of reading.
Speaking, Writing, and Listening skills, it is one among the four primary language learning skills. So, it is looking at a collection of written symbols and deriving meaning from them. When we read, our brains translate the written symbols/letters, punctuation, and spaces that our eyes see into words, sentences, and paragraphs that make sense to us. We can read aloud or silently (in our heads).
The document discusses different types of reading techniques. It describes intensive reading as reading selections by the same author or about the same topic repeatedly to increase familiarity. Extensive reading involves reading for pleasure from a variety of materials on different topics. Scanning is a quick reading to locate specific information, while skimming is also quick but helps understand the main idea. Comprehension requires understanding word meanings, context, inferences, main ideas, and answering questions.
The document discusses the benefits of reading books, including exercising the brain, providing entertainment, improving concentration, literacy, sleep, and reducing stress. It also discusses different types of reading techniques like skimming, scanning, intensive reading, and extensive reading. Some key reading skills are outlined like decoding, phonics, vocabulary, fluency, comprehension, reasoning, and working memory. Common reading problems are also mentioned such as issues with decoding, comprehension, speed, and mixed difficulties. The document provides tips for improving reading skills like setting aside time, goals, previewing texts, determining purpose, applying strategies, taking notes, and summarizing.
Reading is a cognitive process involving three components: decoding, comprehension, and retention. Decoding involves translating printed words to sounds. Comprehension refers to understanding a text through interaction between its words and outside knowledge. Retention is keeping information in short-term or long-term memory. There are two types of reading: intensive reading focuses on details, while extensive reading aims for general understanding. Reading is important for career, mental and creative development, and expanding vocabulary. Effective reading strategies include playing word games, reading aloud, engaging senses, and using marginal notes. The teacher's role is to diagnose skills, highlight demands, and provide instruction.
The document discusses different types of reading categorized into reading according to purpose, reading performance/rate of understanding, reading instruction programs, and the PISA reading framework. It describes various reading types such as skimming, scanning, intensive reading, extensive reading, and remedial reading. It also discusses reading strategies like shared reading, guided reading, and strategic reading.
This document discusses intensive and extensive reading. It defines intensive reading as focusing on language details like vocabulary and grammar within a text. Extensive reading, on the other hand, involves reading larger quantities for general comprehension and enjoyment, without focusing on every word. Some examples of extensive reading provided include novels, magazines, and leisure materials. The objectives are to help students build reading fluency and confidence by applying intensive and extensive reading strategies.
6. Reading is a process of retrieving the meaning of stored information or ideas.
7. To acquire knowledge Reading helps in mental development Improvement of conversational skills Helps readers to decipher new words Developing vocabulary, language skills If the reader don't know anything about a subject, then it will be difficult for him to grab the information.
8. The way to understand reading: Two ways: 1. calling words ability to recognize word structures 2. understand words ability to understand the meaning within the context of the words One does not exist without the other.
9. READING Types Reading according to purpose. According to reading performance. According to Reading Instruction Program.
10. Skimming , Scanning, literature Reading Intensive Reading Reading for General Comprehension , Detailed Reading , Reading according to purpose .
11. 1. Skimming General understanding of the whole text. Fastest type of reading based on purpose. Also called rapid-survey reading.
12. 2. Scanning Look for specific information in the text. It makes you skip more than you read. Also called search reading.
13. Comprehension Skills The ability to use context and prior knowledge to aid reading and to make sense of what one reads and hears . Comprehension is based on: Knowledge that reading makes sense Readers' prior knowledge Information presented in the text The use of context to assist recognition of words and meaning.
14. 3-Five Basic Steps to Reading Comprehension 1. Previewing 2. Reading and Comprehending 3. Skimming 4. Scanning 5. Following Up
15. 4. Intensive or functional reading Also called word for word type of reading. Requires one to read materials related to his/her field of specialization. The object of intensive reading demands a great deal of content-area reading.
16. 5. Extensive Also called light-type of reading. Reading for leisure. You love what you read.
17. 6. Literature reading Not mainly for pleasure. Intends to familiarize readers with different genres of literature pieces: Novels, short stories, biography, etc.
18. B. ACCORDING TO READING PERFORMANCE / RATE OF UNDERSTANDING
19. 1. Speed reading Information tends to stay superficially in ones mind. Not a good method if your objective is to gain a deeper understanding of the text.
20. 2. Sub-vocalized reading One recognizes the form of the word and internally sounds it in the mind the way one pronounced it as a spoke word. Focuses primarily on the form, stress, intonation, phrasing of the language. This prevents one from quick reading and comprehension of the text.
22. 4. SPE (structure proposition evaluation) Three stages Recognizing language structures Making inferences Evaluation ideas, reasons, or conclusions Judgment is withheld until the text is fully understood.
24. 1. Read aloud Mostly teachers use this in instruction. Students will learn good expressions, proper pacing, and correct pronunciation.
25. 2. Shared reading It is also called as group reading. Enhance IQ level. It is necessary for students
26. 3. Guided reading Reader is left alone to do silent reading. But the reader is motivated by the teacher by various strategies. Reader is not totally left alone.
27. 4. Fluency reading Main objective: To gain mastery of the Pronunciation, Phrasing, Pausing, Intonation, Stress of the text. Progress: measured by the number of words one can read aloud and comprehensions Qs answered correctly.
28. Fluency Reading Text is read several times e.g. comprehension reading. Importance: Taped reading, Timed reading.
29. 6. Developmental reading Aims to refine ones reading: Reading readiness in the nursery. Beginning reading. Rapid growth. Refining and widening reading.
30. 7. Selective or key-word reading Characterized by skimming and scanning
31. 8. Remedial reading One submits himself/herself to a reading program that will give him/her special reading sessions under the guidance of a reading specialist. This requires one to reflect on thoughts.
32. Memory and Concentration To really learn well, there are two things you need: The ability to and minimize distractions while you are studying. techniques to help you remember what you have learned. concentrate Memory
34. Definition Writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message.
35. What is Writing? Writing may be: Persuasive writing. Author hopes to convince and audience on his/her opinion. Objective writing. Presents facts and information organized in an accessible way.
36. Objective of Writing To acquire generally useful techniques for effective writing. To utilized easy exercise that can help to improve your reading. To become familiar with common working mistakes.
37. Rules of Effective Writing Basic Rules Getting to the point Being Concise Paragraphing Framing Effective Questions Use of Nondiscriminatory Language Punctuation. Grammar Spelling
39. Formal Writing. It may be: Letter writing Paragraph writing Essay writing Story writing Dialogue writing etc.
40. TYPES OF LETTER WRITING Formal Letters: Tone is formal such as Business Letters. Semi-Formal Letters: Tone and style is formal and meant for relatives. Invitation Letters. Informal Letters: Tone and style is relaxed. It is written to relatives, friends, etc. Form Letters: Preprinted, Administration form, Application Form, etc.
41. What is Paragraph? A paragraph usually contains a general idea in one sentence, and 4 - 5 supporting sentences which expand this idea by giving explanation.
42. The Parts of a Paragraph Topic Sentence: To introduce the main idea of the paragraph 2. Details: Main body of the paragraph. 3. Concluding Sentence: To wrap-up your ideas.
43. Types of Paragraphs For our purposes, here are the basic types of paragraphs: Narrative Exposition Descriptive Persuasive
44. Narrative Tells a story Uses specific details Is not a mere listing of events. It has characters, setting, conflict, and resolution. Time and place are usually established
46. Description Series of detailed observations Usually not used by itself, but rather as a part of a whole The challenge is to make it interesting Imagery Sensory details; five senses Similes, metaphors
47. Persuasive Uses direct approach Believe me and do it! Calls reader to action or to take a stand on an important issue More than just opinion is needed; information, analysis, and context must be given to the reader to let him/her make a decision
58. What is Dialogue? When people speak in a piece of writing whether real or imaginary The direct speech is set off by quotation marks Example: Hi!
59. Why Use Dialogue? Makes writing more interesting. Reveals more information about the characters and situation.
60. Some common problems while writing ... Repetition repeating words or ideas Vagueness and verbosity using over-long sentences using imprecise terms Lack of analysis too much description no clear plan Lack of clarity assumption of knowledge
61. Objective : evidence driven. Accurate : style, referencing, data. Concise: not wordy, balanced, within word limit. Clear : point evident. Consistent: expression, spelling, grammar. Convincing: argument and language. Reader friendly.