Case studyĮlizabeth Roy, a JSS teacher of English and Social Studies, was eager to attend a training course for English teachers in Cape Town. This will then help them read different kinds of texts, and respond to the information provided more efficiently. Improving reading efficiency is a matter of practice, and if students can be engaged in meaningful and interesting activities, their skills will develop more quickly. It is therefore important to have them work independently, either on their own or by collaborating with their peers. The activities in this unit should develop students’ efficiency in developing some important sub-skills of reading. For example, before buying a book we glance quickly at the cover page, the reviewer’s comments on the back cover (also called book jacket), the contents page, etc., to get a general idea of its contents.Ī special area in the classroom set aside for a collection of non-academic books for children, preferably storybooks for that age group. Reading through a text quickly to get an overall idea of the contents that is, the gist of the passage. Scanning involves moving our eyes quickly down the page seeking specific words and phrases. We search for the keywords or ideas because we know what we are looking for. For example, when looking up a word in a dictionary, an address in a directory or the flight arrival schedule of a particular flight, we do not read entire pages or passages.
Searching quickly for a specific piece of information or a particular word. Help your students develop their reading efficiency by modifying their style of reading to suit the purpose for which they are reading. Help your students understand text structure, so that they can distinguish between main, subordinate ideas and illustrations, and digression, if any and Give your students practice in the sub-skills of skimming for an overall idea and scanning for specific information
Help your students understand the relation between reading purpose and reading efficiency Upon completion of this unit you will be able to: This unit will give you some information about various sub-skills of reading, and how students can be trained to use these sub-skills to read actively. This involves reading for an overall idea or gist, specific information and detail, and to understand the writer’s attitude. Reading efficiently, as you have already seen in Units 1 and 2, means adjusting one’s reading speed and style to match the purpose for which we read. In this unit, we will try to help you make your students aware of the various sub-skills and strategies we use to read different texts with efficiency. When we read silently, we save the time spent on articulating words, and read in chunks or sense groups instead of one word at a time. And, as adults, most of our reading is silent. Instead of reading each word, the reader takes words in “chunks,” - that is, groups of words that make a meaningful unit, such as phrases, clauses or even whole sentences. When we are reading a novel, we do not need to pay attention to every detail the way we do when reading a textbook and read more quickly: most speed reading involves a process called chunking. For example, we do not read a novel and a textbook in preparation for an examination in the same way. To become efficient readers, we have to train ourselves to read different texts in different ways. Reading materials differ in content, style and purpose, and we adjust our reading style accordingly. In real life, people read a variety of texts for both information and pleasure.
0 kommentar(er)
