Reading is the act of deducing meaning from written material. It's a difficult talent that necessitates the coordination of a variety of interconnected sources of data. The act of reading is triggered by the presence of print. The reader must be able to decipher the written words and interpret them into understandable English. Wixson Peters (1987) defined reading as "the process of producing meaning via the dynamic interplay among....
- existing knowledge of the reader
- the information implied by the text now being read
- the circumstance in which you're reading
- Reading styles and techniques
There are many different styles and techniques of reading. Here are a few examples:
i. Scanning - this entails fast skimming or scanning a text for a specific piece of information. Move your eyes swiftly across the page to look for specific words, names, or phrases that are important to the work at hand.
ii. Skimming - swiftly skimming a text to obtain a basic understanding of what it's about or to grasp the gist of something. You skim over the details and read rapidly to catch the important points. When you're attempting to decide if a book in the library or bookstore is right for you, use skimming.
iii. Sub-vocalization - This involves reading slowly and carefully, either pronouncing the words out or combining sight reading with internal sounding of the words as if they were spoken. It takes a long time, but it's worth it. We usually utilize it when we're trying out a new recipe or following directions on how to put something together that we've purchased. Advocates of speed reading argue that it is a poor habit that hinders reading and comprehension, while other research suggests the opposite, especially when reading challenging literature.
iv. Extensive reading/Light reading - This is when you read fast without focusing too hard or thinking about every word. It's frequently used when enjoying a good book. According to Brown (1989), thorough reading is done to gain a general comprehension of a material. Extensive reading, according to Long and Richards (1971 in MacLeod, 2012), occurs when pupils read huge volumes of high-interest content. Extensive reading is intended to increase reader confidence and enjoyment. Extensive reading is always done to ensure that the basic principles are understood, not for specific specifics.
v. Intensive reading/study - entails thinking about what is being read in order to comprehend and retain it. It must be worked on, with time set out for meditation, thought, analysis, critique, comparison, taking notes, highlighting and emphasizing key points, following and evaluating arguments, and summarizing the entire. Intensive reading, according to Brown (1989), focuses on grammatical forms, discourse markers, and other surface structural features in order to comprehend literal meaning, implications, rhetorical links, and so on. It is a comprehensive in-class analysis, according to Long and Richards (1987).
vi. Speed reading - refers to a set of techniques for improving reading speed without sacrificing comprehension or retention.
vii. Proof-reading - is a type of reading that is done to look for typographical problems.
viii. Independent Reading - pupils read aloud and at their own speed in silence (Taylor, 1993). In order for kids to grasp what they are reading, the selections must be at their reading level.
ix. Guided Reading- guided reading is done in small groups with students who are reading at the same level.
x. Shared Reading -students follow along as the teacher reads a selection aloud (Fisher & Medvic, 2000).
Strategies for Reading Comprehension
i. Visualizing (Creating Mental Images) - This method incorporates readers' capacity to visualize a text in order to comprehend processes or occurrences they encounter while reading. This skill may indicate that the reader comprehends the material.
ii. Questioning - During the reading of a book, readers might use this method to ask themselves questions. Readers' capacity to ask themselves appropriate questions as they read is especially helpful in integrating information, identifying important concepts, and summarizing material. Good readers may focus on the most significant information in a text by asking the proper questions.
iii. Inferring - Authors may not always offer detailed descriptions of a topic, place, character, or event, or specific information about them..
iv. Predicting- using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content
v. Guessing from context- using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up
Why study Reading Skills?
Reading abilities allow readers to make sense of what they're reading and acquire independence, comprehension, and fluency (SIL International, 1999).
Reading talents are abilities that allow a reader to:-
1. reading the written form as though it were a meaningful language
2. to read anything written independently, fluently, and with comprehension.
3. to engage in mental dialogue with the message
REVISION QUESTIONS
1. Describe two strategies you can use to improve each of the following:
a. Comprehension
b. Retention
2. Explain any three poor reading habits and provide a psychomotor reading strategy for each.
3. Mention any three discourse markers used in reading comprehensions and explain their functions
4. Name any four types of paragraphs and give an example for each
5. Discuss how you would use the SQ3R reading formula to extract information from a book
6. Explain the following types of reading skills
a)scanning
b)skimming
c) critical reading
a. Symbols are used in note-taking to
Select one:
a. make the note look academic
b. serve as records for future reference
c. simplify the note
d. help reduce writing load
b. The lab technician together with his assistants …… surprised at the number of COVID-19 positive cases.
Select one:
a. was
b. are
c. were
d. is
c. Which one of the following is an interrogative sentence?
Select one:
a. Clean your hands before you leave.
b. Two bicycles were packed outside.
c. What a nice shirt!
d. What is the capital of Ghana?
d. Heavy rainfall accompanied by thunderstorm ... expected tonight
Select one:
a. was
b. are
c. is
d. have been
e. Joan was so upset that though she was at lectures, she did not get what the lecturer said. What type of barrier is this ?
Select one:
a. psychological barrier
b. prejudice
c. physical barrier
d. transmission barrier
f. Select the sentence that uses formal language among the following sentences
Select one:
a. Some of the guys were given gifts.
b. Review papers express the writer’s opinion.
c. It’s relevant to researchers’ needs.
d. Microbiologists haven’t found a cure.
g. This involves the arrangement of ideas according to their parts and show the relationship between these parts.
Select one:
a. Paraphrase
b. Contrast box
c. Spidergram
d. Outline
h. Sources are consulted and …. in academic writings.
Select one:
a. recorded
b. Italicized
c. cited
d. symbolized
i. To paraphrase a sentence means to
Select one:
a. re-state the idea in your own words
b. change a few words and make it your own
c. summarise the text in your own words
d. put quotation marks around the text
j. A lot of water ….. been used to dilute the medicine.
Select one:
a. were
b. is
c. has
k. Which one of the following is formal language?
Select one:
a. We can’t monitor all the participants
b. There are lots of guidelines for research
c. There’s a study on how to handle kids
d. Some methodologies are used in research
m. The girls’ washroom …. left untidy.
Select one:
a. were
b. was
c. has being
d. have been
n. This reduces the whole passage to only a couple of words.
Select one:
a. paraphrase
b. graphic organizer
c. headline technique
d. linear array
l. NATO; GNAT and ECOWAS are examples of
Select one:
a. Abbreviations
b. Approprisms
c. Acronyms
d. Synonyms
o. When a student is using the SQ5R Studying Technique, Recall involves
Select one:
a. changing sub-headings into questions
b. reciting key points from memory
c. reading your note well
d. thinking about what is read
p. This is a reading fault when one reads a portion that has already been read due to lack of concentration
Select one:
a. vocalization
b. sub vocalization
c. fixation
d. regression
q. What is the modifier in the sentence "The lady wearing wig is standing close to the wall."
Select one:
a. standing close to the wall
b. standing close
c. the lady
d. wearing wig
v. What is the modifier in the sentence "The lady in jeans entered the lecture hall.
Select one:
a. in jeans
b. the lady
c. the Lecture hall
d. entered the lecture hall
w. Which of the following is a complex sentence?
Select one:
a. Some students are hardworking.
b. The Chairman of the organisation addressed the gathering.
c. The farmers planted their maize when it rained.
d. The workers came to work but refused to work.
x. My fellow teachers as well as I ... prepared to implement the language policy.
Select one:
a. am
b. has
c. is
d. are
u. The final stage of the SQ5R studying technique involves
Select one:
a. reciting the important points
b. revisiting the material studied again later
c. think about how the new information connects with what you already know
d. write down what you need to remember
w. This is used to organize information to show the differences between two items
Select one:
a. Hierarchical array
b. Venn diagram
c. Semantic web
d. Contrast box
y. A note is useful to a student because it
Select one:
a. makes you a more active listener
b. serves as evidence of progress
c. does not waste time
d. reduces stress level
z. Which of the following is a complex sentence?
Select one:
a. Some citizens are spectators.
b. The women gathered their things when it was time.
c. The students entered the lecture hall and sat on the floor.
d. The President of the Association spoke to the press.
