Week 1 reading strategies copy

1. Week I
Reading Strategies
Dr. Russell Rodrigo

2. Lesson Outline
 Overview of reader types
 How to use reading strategies & techniques
 How to read critically

3. Reasons to read and write
Reading Writing

4. Reasons to read and write
Reading Writing
To clearly understand messages
about personal life and finances.
To send clear, effective messages
of personal interest or to conduct
personal business.
To learn new ideas. To respond and share ideas or to
prove learning.
To learn how to perform well and
understand information at work.
To gain employment or a
promotion, or to communicate with
others at work.

5. What’s the point of reading and
writing?
Mastering reading and writing improves personal
expression, increases academic performance, and
develops economic success.

6. By reading, a writer gains…
 New vocabulary
 Additional facts about a topic
 Different opinions on a topic
 Details that support an opinion
 Connections between prior knowledge and new ideas
 Varying ways to apply writing techniques:
 Ways to punctuation
 Ways to write sentences
 Ways to organize ideas
 Ways to open and close and essay

7. By writing, a reader gains…
 Ways to engage with text
 Ways to connect text to the world
 Ways to use text structure to write
 Ways to respond to ideas
 Improved skills in areas such as spelling
 Deeper understanding of ideas

8. Reading texts (page 5)
1. Intrinsic Versus Extrinsic Motivation
2. Definition of Learning

9. Discussion Questions
1. What is the passage about?
2. What do I already know about this idea?
3. What do I still need or want to learn or clarify about specific ideas
in the passage?
4. What did I learn from reading this passage?

10. Reading Skills
Everyone reads—the purpose here is to read and learn at
the same time, so it is vital for students to utilize their reading
skills in order to maximize their learning potential. Reading
involves using different strategies and techniques to reflect
on and evaluate texts.

11. Types of Readers
• ability to carry out simple, discrete reading tasksRudimentary
• ability to understand specific or sequentially
related informationBasic
• ability to search for specific information, interrelate
ideas, and make generalizationsIntermediate
• ability to find, understand, summarize, explain
relatively complicated informationAdept
• ability to synthesize and learn from specialized
reading materialsAdvanced
Source: National Assessment of Educational Progress (NAEP)

12. Reading Abilities
Independent
•the highest level at
which there is good
comprehension
without assistance
Instructional
•any level at which
there is good
comprehension as
long as assistance is
available
Frustration
•the lowest level at
which comprehension
is inadequate even
when assistance is
available
Source: James Flood & Diane Lapp

13. Source: http://www.adlit.org/article/19844/

14. Reading Strategies: Before Reading
• Think if you will you be reading to find out what happens in a
story or to learn specific information.
Set a Purpose for Reading
• Look at the title, pictures, captions under pictures, headings,
bold-faced print and other graphics.
Preview the Text
• Think about what you already know about the content of what
you will read.
Activate Background Knowledge
• Think what might happen in the story/text, what words may be
used, or what information the text might contain.
Predict

15. Reading Strategies: During Reading
• Check one clue with another. Ask yourself, "Does this word look right, sound
right, and make sense?"
Cross-check
• When problems occur, return to the beginning of a sentence or paragraph
and read it again.
Reread
• Ask yourself, "What word do I expect to see?", "What do I think will happen
next?", "Did that make sense?", or "Am I finding the answers to my questions
about this topic?"
Predict and Confirm
• Sometimes you can skip an unfamiliar word and read to the end of the
sentence or paragraph, thinking about what would make sense. Then,
using the context, go back and reread to try to determine the word.
Skip, Read On, and Go Back

16. Reading Strategies:
During Reading
• Think about what you already know about the subject and the kind of material
you are reading. If you have many questions about the topic or the kind of
book, you may need to ask someone for help.
Connect Background Knowledge to the Information in the Text
• Think about what information is given directly. Also think about what you know
from reading that is not directly stated in words such as how a character's
actions show feelings or why things may have happened based on the clues the
author gave.
Think About Explicit and Implicit Information
• If you are reading a longer text, stop and think about what has happened in the
text/story so far or what information has been given.
Stop and Review

17. Reading Strategies:
After Reading
• Tell someone or write what happened in the story, including characters, plot,
and important events. If you read a nonfiction piece, review what information
was presented.
Retell and Summarize
• Use a story map, biography wheel, diagram, or other way to show what was
included in what you read. (You may need to check with your teacher for
suggestions.)
Use a Graphic Organizer
• Think about what predictions you made before and during reading. Look back
and think about what you have read. Consider how the information read relates
to what you already knew about the topic. Were your questions answered? Do
you have more questions about the subject?
Draw Conclusions

18. Reading Strategies: After
Reading
• Reread the text or a section of the text to help you understand it better.
Reread
• Talk with someone about what you have read. Ask each other questions. Look
back at the book to defend your opinions.
Discuss and Respond
• Write about what you have read, telling what it made you think of or what you
learned.
Write to Support Understanding

19. Four Reading Techniques
• Skim read to get a quick impression or general overview of a text. Look for
“signposts” such as headings, subheadings, lists, and figures. Read first and last
paragraphs/first and last sentences of a paragraph.
Skimming
• Scan when you want to find a specific item of information. Scan the contents
page or index, letting your eyes rove around to spot key words and phrases.
Scanning
• Browsing is used to search for information related to your topic. It involves giving
a broader context or view of the subject, which in turn provides you with a
stronger base to add to with specific reading.
Browsing
• Deep study reading is vital when you want to make connections, understand
meanings, consider implications and evaluate arguments. Reading deeply
need a strategic approach and time to reflect.
Deep Study Reading (Intensive Reading)

20. Effective Reading
 Skimming
 Scanning
 Intensive Reading
 Extensive Reading
-reading quickly to get the main idea
-reading quickly to find particular pieces of
information
-reading for every detail
e.g. description of a process, the results of a scientific
study etc.
-reading for pleasure-perhaps as extra
research, or purely for interest.

21. Effective reading
1. Which two ways of reading are the quickest?
2. Which way would you read for enjoyment?
3. Which way of reading is the slowest?
- Skimming and scanning
-Extensive reading
- Intensive reading

22. How and why do you read?
Which reading materials do you read for pleasure; for work;
for your studies?
a. Textbooks
b. Novels
c. Emails
d. Search engine finds
e. Journals
f. Reports
g. Timetables
h. Indexes
i. A dictionary
j. Instruction manuals

23. Textbook
novels
emails
Search engine
finds
Magazine/
journals
To make notes; read intensively
For pleasure; read extensively
For messages from friends; mixed (scan to
Find a specific message, then read
intensively
To find a good site; scan
To look for interesting articles; skim

24. reports
timetables
indexes
dictionary
Instruction
manuals
To find conclusions; skim initially then
read intensively
To find times of trains/planes; scan
To find the right page; scan
To find a word; scan
To find out how something works; read
intensively