Reading comprehension Essay

Types of see Maija MacLeod pic In this Page Overview intense Reading broad Reading Intensive and Extensive Reading Together s slew Skimming Scanning and Skimming Together References pic Overview Several types of narration may occur in a manner of speaking 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. lingual b. content II. Extensive a. skimming b. scanning c. globular The front eminence that can be made is whether the recitation is oral or soundless. This nett page impart non deal with oral translation, only silent reading. Within the category of silent reading, star encounters intensive and extended reading.Intensive reading is utilize to teach or hold specific reading strategies or skills. The schoolbook is hardened as an end in itself. Extensive reading on the other hand, needs reading of large quantities of material, directl y and fluently. It is treated as a means to an end. It may accept reading reading simply for pleasure or reading technical, scientific or maestro 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, every 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 position 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 similar 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 -Act ivities -Assessment When it is used Role of the teacher Advantages Disadvantages Questions sometimes asked What it is Brown (1989) explains that intensive reading calls economic aid to grammatical forms, discourse markers, and other surface structure details for the direct of transforming literal meaning, implications, rhetorical relationships, and the like. He unravels an analogy to intensive reading as a zoom lens strategy . Long and Richards (1987) adduce 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 around 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 inclusion is found on the premise that the more fa miliar the reader is with the text, either due to the subject matter or having read other kit and caboodle 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 keyvocabulary students may draw pictures to aid them (such as in problem solving) texts ar read cautiously and thoroughly, again and again aim is to build more language noesis rather than simply practice the skill of reading seen more normally than extensive reading in classrooms Materials usually very short texts not more than 500 words in length chosen for aim of tryingy 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 practic e interpreting text by using -word attack skills -text attack skills -non-text cultivation Activities Intensive reading exercises may include looking at main(prenominal) compositions versus details understanding what is implied versus stated making inferences looking at the disposition of information and how it effects the message identifying words that connect one idea to other 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 ones own background information Note that questions may glow into more than one category. . Assessment Assessm ent 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 gear Language, reminds teachers that the most important object in the reading class should non be the testing of the student to see if they have understood. Teachers should, instead, be outgo 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 .