Showing posts with label reading purpose. Show all posts
Showing posts with label reading purpose. Show all posts

Friday, 10 June 2016

How to be a better reader


How to be a better reader

The importance of reading
Reading is an extremely important skill. It is by reading that you learn much of what you need
to know for your different school subjects. Reading is also an excellent way to improve
 your general English. You can only learn from reading, however, if what you read is not too difficult. For this reason, it is important to know what makes texts difficult
and how you can improve your chances of understanding them.

What makes texts difficult to understand
Most of your reading difficulties will be caused by a problem on the list below. Of course, when two  or more of these problems happen together, your chances of understanding will be even smaller.

the text has many unknown words
the text has long, complicated sentences
the text is about a topic you know nothing about
the text is about a topic you find boring
the text has small print, long paragraphs, no pictures
the text has been badly written
you are feeling tired
you are distracted
you don't know the important cohesion markers
you don't know why you have been asked to read the text

How to understand more of what you read
You can do nothing about some of the reading difficulties: for example, you can’t change the print
in a book or make poor writing better. But there are many things you can do that will give you
a better chance of understanding what you read. Here are some suggestions:

1. Know your reading purpose - The way you read a book or a text depends very much on your reasons for reading it. This is why it is so important to know your reading purpose.
You should read a question in your math exam differently from an entry in an encyclopaedia
which you are looking at quickly to find out the date of an event. The kind of reading you do in class or for your homework is different from how you read a novel for pleasure in the summer vacation.
If you know your reading purpose - perhaps by looking first at the questions you must answer
after reading - you can choose the best reading method.
If your teacher gives you something to read and doesn't tell you what you need to find out
from the text or what you will do after the reading, ask her (or him)!

2. Choose the appropriate reading speed - ESL students often take a long time to do their work because they read everything slowly and carefully.
Often, however, one of the following speed reading methods will be the best choice:
Skimming - this is reading a text quickly to find out what information it contains.
You should skim when, for example, you want to check if a text has the information you need
to answer some questions or write a project.
It is often enough to look at the first (and last) sentences in each paragraph.
Scanning - this is reading quickly to find a specific piece of information. You should scan when,
for example, you are looking for the answer to a question which you know is in the text.
In general, students should be trying to increase their reading speed.
(Click to do some speed reading practice.)

3. Get background information - Find something out about the topic you have to read.
The more background information you have, the easier it will be to understand the text.
You can get this background information background in your own language.
For example, if you are studying the Italian Renaissance, you could read an encyclopaedia or textbook in your own language to find out the most important details about this historical period.  
Your parents may also be able to give you useful background information.
Talk to them in your language.
You can sometimes get background information from the text itself. Many writers include
a conclusion or summary; if you read this first, it may give you a good start.

4. Use all the information in the book - Good textbooks are well-organised, with titles, sub-titles, introductions, summaries or conclusions. Many books also have pictures with captions.
Look at all these first before starting to read.
Another aspect of good writing is that each paragraph has a topic sentence. A topic sentence is
 a sentence, usually the first one in a paragraph, that contains the main idea of the paragraph.
If you concentrate on understanding the topic sentence, 
this may help you to understand what comes next.

5. Increase your vocabulary - Of course, reading itself is an excellent way to improve your vocabulary, but there are many other things you can do. (More advice on learning vocabulary.) 
The better your vocabulary, the easier you will find your reading.

6. Use your dictionary sensibly - A common mistake of ESL students is to look up each unknown word in the texts they are given to read. Occasionally this is necessary - for example, when reading examination questions. But it takes a long time and can be very boring. It can even make understanding more difficult because by the time you reach the end of the paragraph you have forgotten what you read at the beginning! (Advice on how and when to use your dictionary.)

7. Learn the important words that organise text - When you read texts in your science or history books, you will find that most good writers organise their writing with cohesion markers (also called transition words). These are words that connect different parts of the writing and help writers structure their thoughts. If you learn the important cohesion markers, you will find it easier to understand the text.
Here are some important cohesion markers: also, therefore, except, unless,however, instead, (al)though, furthermore, moreover, nevertheless, on the other hand, as a result, despite, in conclusion.

8. Choose the right place to read - You can’t really expect to understand a difficult book if you are trying to read in the same room with the television on and your little brother distracting you. The same goes for reading in the bus on the way to school. You also can’t expect to read a textbook and listen to music at the same time. Try to find a quiet and comfortable place with good light, and your dictionaries and other materials nearby.

9. Choose the right time to read - If you have a difficult text to read for homework, it’s probably best to do this first. If you leave it until last when you are tired, you will find it even more difficult.
Important: If you have tried the advice above and you still cannot understand a text, then it is simply too hard for you. Stop reading and ask someone to help you (your ESL teacher, for example!). Nobody likes to give up, but you will just be wasting your time if you continue to work at a text that is beyond you.

What to read
Most of the time you have to read what your teachers tell you to read. But as you know, reading is an excellent way to improve your English, and so you should try to do some extra reading each week. Here is some advice on how to choose what to read:
Try not to read something too difficult - There should be no more than about 6-10 new words per page; reading for pleasure should not be hard work!

Reading easy books is good for you -You will improve your reading skills even if you read simple books, as long as you read lots of them. (But you may find you don't really enjoy stories written in English that has been over-simplified.)

Try to read some non-fiction - Reading non-fiction books or magazines will help you learn some of the words you need to do well in your subject classes. There are millions of pages of non-fiction on the world wide web!

Choose something that is interesting to you - This is clear. In fact, if you are really interested in a topic, you will probably be able to understand texts that would normally be too difficult for you.
Surf the internet - You can learn a lot of English just by surfing around on the websites that interest you. This is particularly true if the webpages contain pictures that help you understand the writing.
http://esl.fis.edu/learners/advice/read.htm

Turbo Charged Reading: Read fast>>>Remember all>>>Years later
Contact M’reen at: read@turbochargedreading.com

You can TCR specialist and language dictionaries that are spontaneously accessed.
I can Turbo Charge Read a novel 6-7 times faster and remember what I’ve read.
I can TCR an instructional/academic book around 20 times faster and remember what I’ve read.
Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube  
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube

Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?

Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com        gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com              which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com       just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”   

Tuesday, 19 May 2015

Teaching Reading

A Welsh Poppy - a Celtic language to learn
Teaching Reading

Traditionally, the purpose of learning to read in a language has been to have access
to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.
This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors.
The reading of authentic materials is limited to the works of great authors and reserved
for upper level students who have developed the language skills needed to read them.
The communicative approach to language teaching has given instructors
a different understanding of the role of reading in the language classroom
and the types of texts that can be used in instruction.
When the goal of instruction is communicative competence, everyday materials
such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching
at every level.

Reading Purpose and Reading Comprehension
Reading is an activity with a purpose. A person may read in order to gain information
or verify existing knowledge, or in order to critique a writer's ideas or writing style.
A person may also read for enjoyment, or to enhance knowledge of the language being read.
The purpose(s) for reading guide the reader's selection of texts.
The purpose for reading also determines the appropriate approach to reading comprehension.
A person who needs to know whether she can afford to eat at a particular restaurant
needs to comprehend the pricing information provided on the menu,
but does not need to recognize the name of every appetizer listed.
A person reading poetry for enjoyment needs to recognize the words the poet uses
and the ways they are put together, but does not need to identify main idea
and supporting details. However, a person using a scientific article to support an opinion
needs to know the vocabulary that is used, understand the facts and cause-effect sequences
that are presented, and recognize ideas that are presented as hypotheses and givens.

Reading research shows that good readers
Read extensively
Integrate information in the text with existing knowledge
Have a flexible reading style, depending on what they are reading
Are motivated
Rely on different skills interacting: perceptual processing, phonemic processing, recall
Read for a purpose; reading serves a function
Reading as a Process
Reading is an interactive process that goes on between the reader and the text,
resulting in comprehension.
The text presents letters, words, sentences, and paragraphs that encode meaning.
The reader uses knowledge, skills, and strategies to determine what that meaning is.
Reader knowledge, skills, and strategies include
Linguistic competence: the ability to recognize the elements of the writing system;
knowledge of vocabulary; knowledge of how words are structured into sentences
Discourse competence: knowledge of discourse markers
and how they connect parts of the text to one another
Sociolinguistic competence: knowledge about different types of texts
and their usual structure and content
Strategic competence: the ability to use top-down strategies
(see Strategies for Developing Reading Skills for descriptions),
as well as knowledge of the language (a bottom-up strategy)
The purpose(s) for reading and the type of text determine the specific knowledge, skills,
and strategies that readers need to apply to achieve comprehension.
Reading comprehension is thus much more than decoding.
Reading comprehension results when the reader knows which skills and strategies
are appropriate for the type of text, and understands how to apply them
to accomplish the reading purpose.

 Material for this section was drawn from “Reading in the beginning and intermediate college foreign language class” by Heidi Byrnes, in 
Modules for the professional preparation of teaching assistants in foreign languages 
(Grace Stovall Burkart, ed.; Washington, DC: Center for Applied Linguistics, 1998)
http://www.nclrc.org/essentials/reading/reindex.htm

Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube 
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com         gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com               which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com         just for fun.

To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”