Sabtu, 05 Juli 2014
Intensive Reading
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.
A. 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
B. 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
C. Skills developed:
·
rapid
reading practice
·
interpreting
text by using:
Ø
word
attack skills.
Ø
text
attack skills.
Ø
non-text
information.
Extensive Reading
Brown (1989)
explains that extensive reading is carried out "to achieve a general
understanding of a text."
Long and
Richards (1971, p.216) identify extensive reading as "occurring when
students read large amounts of high interest material, usually out of class,
concentrating on meaning, "reading for gist" and skipping unknown
words."
The aims of
extensive reading are to build reader confidence and enjoyment.
Extensive
reading is always done for the comprehension of main ideas, not for specific
details.
A. Characteristics:
Day
and Bamford (1980) put forward ten characteristics identified in
successful Extensive Reading Programs. They are duplicated (in abbreviated
form) below:
·
Students
read as much as possible.
·
A
variety of materials on a range of topics is available.
·
Students
select what they want to read .
·
The
purposes of reading are usually related to pleasure, information and general
understanding.
·
Reading
is its own reward.
·
Reading
materials are well within the linguistic competence of the students in terms of
vocabulary and grammar.
·
Reading
is individual and silent.
·
Reading
speed is usually faster than slower.
·
Teachers
orient students to the goals of the program.
·
The
teacher is a role model of a reader for the students.
Bell (2001), in his
article "Extensive Reading : What is it? Why bother?" gives ten
pieces of practical advice on running Extensive Reading programs.
B. Materials:
With
demands for both simplicity and authenticity, the teacher must
choose from the following:
Graded Readers available by major publishers
(e.g.. Cambridge University Press , Heinemann, Oxford and Penguin
·
These
are readers with specific levels of word frequency and idiom counts and
the introduction of new vocabulary at a planned rate.
·
Broughton
(1978) favors using graded readers where less than one word in every hundred is
unfamiliar.
·
These
are a good choice for students whose second language proficiency makes
it difficult for them to read texts written for native
speakers.
Texts on the same topic. Reading more than one text on
the same topic allows students to bring more background knowledge to each
new text read.
Authentic materials such as newspapers, magazines, that are related
to the second language culture.
Web resources. These should we chosen from suggestions by the teacher
so that students do not choose those that are too overwhelming.
Stories and articles chosen by the teacher, with the following
guidelines:
·
The
style should include repetition, without being monotonous.
·
New
vocabulary should not occur at the same place as difficulties of
structure.
·
The
text should break in sections that are not too long. This is to give the reader
a feeling of accomplishment when completed.
·
Authors
should be chosen with less complex structure and less extensive
vocabulary range.
·
The
subject matter should be of real interest to the students and suitable
for their age level. Rivers (1981) suggests the subject matter should be as
close as possible to the type of material the students would read in their
first language.
Materials
should be chosen that are at or below the reading ability of the
student. They are usually at a lower level of difficulty than those chosen for
intensive reading. This is for several reasons:
·
It
builds automatic recognition of words
·
It
allows the reader to see words in "chunks" of language, allowing for
faster reading.
Intensive and Extensive Reading Together
It is common for both approaches to reading
to be used in the same class. For example, where extensive reading is
encouraged, the teacher may have all the students read the same text so
they can discuss the topic together or learn a specific skill such as as
writing an outline.
In a class where intensive reading is mostly used, students may be asked to read texts of their own choosing to report back on, in either an oral or written format.
In both approaches, it is not the nature of the skills that are of most interest but rather, the results.
In a class where intensive reading is mostly used, students may be asked to read texts of their own choosing to report back on, in either an oral or written format.
In both approaches, it is not the nature of the skills that are of most interest but rather, the results.
Scanning
Scanning is a quick reading, focusing on
locating specific information. Scanning involves quick eye movements, not
necessarily linear in fashion, in which the eyes wander until the reader finds
the piece of information needed. Scanning is used when a specific piece
of information is required, such as a name, date, symbol, formula, or
phrase, is required. The reader knows what the item looks like and so, knows
when he has located what he was searching for. It is assumed then, that
very little information is processed into long-term memory or even for
immediate understanding because the objective is simply matching.
A. When it is used
·
Scanning
is used often with technical, scientific or professional materials to locate
specific information.
·
Scanning
is a valuable skill for second language learners to develop because often they
do not require a detailed read of a text. There are many everyday uses for
scanning, relevant to a purpose, such as reading a schedule.
Skimming
Skimming is a
quick reading to get:
·
To know the general meaning of a passage.
·
To know how the passage is organized, that is,
the structure of the text.
·
To get an idea of the intention of the writer
Skimming is a
more complex task than scanning because it requires the reader to organize and
remember some of the information given by the author, not just to locate it.
Skimming is a
tool in which the author's sequence can be observed, unlike scanning in which
some predetermined information is sought after.
A. When it is use
·
Skimming is used when reading some some general
question in mind.
·
Skimming is used in making decisions on how to
approach a text such as when determining if a careful reading is
deserving.
·
Skimming is used to build student confidence and an
understanding that it is possible to gain meaning without reading every word in
a text.
·
Skimming is used as part of the SQ3R method of
reading, often for speed reading. This method involves the student in surveying,
questioning, reading, reviewing and reciting. Skimming
is used for the initial survey and for review.
·
Skimming is a skill that a student may want to
develop if they are planning to continue with academic studies. It is
often used in reviewing for a test
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