Haven't found the Essay You Want?
GET YOUR CUSTOM ESSAY SAMPLE
For Only $12.90/page

Reading comprehension Essay

|Types of Reading | |Maija MacLeod | |[pic] | |In this Page: | |Overview | |Intensive Reading | |Extensive Reading | |Intensive and Extensive Reading Together | |Scanning | |Skimming | |Scanning and Skimming Together | |References | |[pic] | |Overview: | |Several types of reading may occur in a language classroom. One way in which these may be categorized ,| |as suggested by Brown (1989) can be outlined as follows: | | A. Oral | | B. Silent | | I.

Intensive | | a. linguistic | | b. content | | II. Extensive | | a. skimming | | b. scanning | | c. global | |The first distinction that can be made is whether the reading is oral or silent. This web page will not| |deal with oral reading, only silent reading. | |Within the category of silent reading, one encounters intensive and extensive reading.

Intensive | |reading is used to teach or practice specific reading strategies or skills. The text is treated as an | |end in itself. Extensive reading on the other hand, involves reading of large quantities of material,| |directly and fluently. It is treated as a means to an end. It may include reading reading simply for | |pleasure or reading technical, scientific or professional material. This later type of text, more | |academic, may involve two specific types of reading, scanning for key details or skimming for the | |essential meaning.

A relatively quick and efficient read, either on its own or after scanning or | |skimming, will give a global or general meaning. | |This web page then will first examine intensive reading. The second part will deal with extensive | |reading, with a focus on how it results in a general or global meaning. The fourth part gives a short | |comment on how intensive and extensive reading may operate in the same class. The fourth part examines | |scanning and the fifth, scanning. A final sixth part comments on how scanning and skimming may be used | |in the same reading.

| | | |[pic] | |Intensive Reading | |In this section: | |What it is | |How it looks | |-Characteristics | |-Materials | |-Skills developed | |-Activities | |-Assessment | |When it is used | |Role of the teacher | |Advantages | |Disadvantages | |Questions sometimes asked | | | |What it is | |Brown (1989) explains that intensive reading “calls attention to grammatical forms, discourse markers, | |and other surface structure details for the purpose of understanding literal meaning, implications, | |rhetorical relationships, and the like.

” He draws an analogy to intensive reading as a “zoom lens” | |strategy . | |Long and Richards (1987) say it is a “detailed in-class” analysis, led by the teacher, of vocabulary | |and grammar points, in a short passage. ” | |Intensive Reading, sometimes called “Narrow Reading”, may involve students reading selections by the| |same author or several texts about the same topic. When this occurs, content and grammatical structures| |repeat themselves and students get many opportunities to understand the meanings of the text.

The | |success of “Narrow Reading” on improving reading comprehension is based on the premise that the more | |familiar the reader is with the text, either due to the subject matter or having read other works by | |the same author, the more comprehension is promoted. | |How it looks | |

Characteristics: | |usually classroom based | |reader is intensely involved in looking inside the text | |students focus on linguistic or semantic details of a reading | |students focus on surface structure details such as grammar and discourse markers | |students identify key vocabulary | |students may draw pictures to aid them (such as in problem solving) | |texts are read carefully and thoroughly, again and again | |aim is to build more language knowledge rather than simply practice the skill of reading | |seen more commonly than extensive reading in classrooms | |

Materials: | |usually very short texts – not more than 500 words in length | |chosen for level of difficulty and usually, by the teacher | |chosen to provide the types of reading and skills that the teacher wants to cover in the course | |

Skills developed: | |rapid reading practice | |interpreting text by using: | | -word attack skills | | | | -text attack skills | | -non-text information | |Activities: | |Intensive reading exercises may include: | |looking at main ideas versus details | |understanding what is implied versus stated | |making inferences | |looking at the order of information and how it effects the message | |identifying words that connect one idea to another | |identifying words that indicate change from one section to another | | | |

Munby (1979) suggests four categories of questions that may be used in intensive reading. These | |include: | |Plain Sense – to understand the factual, exact surface meanings in the text | |Implications – to make inferences and become sensitive to emotional tone and figurative language | |Relationships of thought – between sentences or paragraphs | |.

Projective – requiring the integration of information from the text to one’s own background information| |Note that questions may fall into more than one category. | |. | |Assessment: | |Assessment of intensive reading will take the form of reading tests and quizzes. | |The most common systems of questioning are multiple-choice and free-response.

| |Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the most important | |objective in the reading class should NOT be the testing of the student to see if they have | |understood. Teachers should, instead, be spending most of the time training the student to understand | |what they read. | |When it is used | |when the objective of reading is to achieve full understanding of: | | – logical argument | | – rhetorical pattern of text | | – emotional, symbolic or social attitudes and purposes of the author | | – linguistic means to an end | | for study of content material that are difficult |.


Essay Topics:


Sorry, but copying text is forbidden on this website. If you need this or any other sample, we can send it to you via email. Please, specify your valid email address

We can't stand spam as much as you do No, thanks. I prefer suffering on my own