Getting our learners to understand a simple text. As discussed in the previous unit, is only the beginning. Reading skills need to be fostered so that learners can cope with more and more sophisticated texts and tasks, and deal with them efficiently: quickly, appropriately and skillfully.[1]
Here are four different kinds of reading skill:
a. Skimming : running the eyes over quickly, to get the gist.
b. Scanning : looking for a particular piece of information.
c. Extensive reading : longer texts for pleasure and needing global understanding.
d. Intensive reading : shorter texts, extracting specific information, accurate reading for detail.
a. Skimming
According to Carl statement that skimming is used to quickly gather the most important information, or ‘gist’. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It’s not essential to understand each word when skimming. Reading theory are of great practical significance to everyone.[2]
Example of Skimming:
1) The newspaper (quickly to get the general news of the day)
2) Magazines (quickly to discover which articles you would like to read in more details)
3) Business and Travel Brochures (quickly to get informed)
b. Scanning
Scanning is used to find a particular piece of information. Run you eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don’t understand, don’t worry when scanning.
Example of Scanning:
1) The “What’s on TV” section of your newspaper.
2) A train/ airplane schedule
3) A conference guide
c. Extensive reading
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business book. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
Example of Extensive Reading:
1) The latest marketing strategy book
2) A novel you read before going to bed
3) Magazine article that interest you
d. Intensive reading
Intensive reading is used on shorter texts in order to extract specific information. To includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
Example of Intensive Reading:
1) A bookkeeping report
2) An insurance claim
3) A contract
In this research the writer just take skimming and scanning method in teaching reading in increasing student’s comprehension ability by using article.
The reader interacts with the text to create meaning as the reader’s mental processes work together at different levels. One important part of interactive process theory emphasizes is schemata, that is the reader’s pre-existing concepts about the world and about the text to be read.
Into this framework, the reader fits what he or she finds in any passage. If new textual information does not fit into a reader’s schemata, the reader misunderstands the new material, ignores the new material, or revises the schemata to match the facts within the passage. In reading the nations of “bottom-up” and “top-down” processing, (also known as “outside-out” and “inside-out” processing), are not without their problems.
Consider this sentence “if you are a fluent reader you will have on reading problems”. A purely bottom up strategy, which is essentially a code-cracking activity, simple cannot account for the comprehension of this sentence. Top-down strategies must come into play in order that the reader may find “meaning” in these symbols.
The importance of background knowledge in reading is also central to schema theory that reading a text implies an interaction between the reader’s background knowledge and the text itself. The knowledge that is organized and stored in the reader’s mind is called schemata. According to this theory, fluent reader relates their schemata with the new information present in text.
..................................................
[1] Penny Ur, A Course in Language Teaching, (Cambridge: University Press, 1991), p. 147.
[2] Carl A. Lefevre, Linguistic and The Teaching of Reading, (New York San Francisco: Toronto London, 1962), p. 1.
Here are four different kinds of reading skill:
a. Skimming : running the eyes over quickly, to get the gist.
b. Scanning : looking for a particular piece of information.
c. Extensive reading : longer texts for pleasure and needing global understanding.
d. Intensive reading : shorter texts, extracting specific information, accurate reading for detail.
a. Skimming
According to Carl statement that skimming is used to quickly gather the most important information, or ‘gist’. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It’s not essential to understand each word when skimming. Reading theory are of great practical significance to everyone.[2]
Example of Skimming:
1) The newspaper (quickly to get the general news of the day)
2) Magazines (quickly to discover which articles you would like to read in more details)
3) Business and Travel Brochures (quickly to get informed)
b. Scanning
Scanning is used to find a particular piece of information. Run you eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don’t understand, don’t worry when scanning.
Example of Scanning:
1) The “What’s on TV” section of your newspaper.
2) A train/ airplane schedule
3) A conference guide
c. Extensive reading
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business book. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
Example of Extensive Reading:
1) The latest marketing strategy book
2) A novel you read before going to bed
3) Magazine article that interest you
d. Intensive reading
Intensive reading is used on shorter texts in order to extract specific information. To includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
Example of Intensive Reading:
1) A bookkeeping report
2) An insurance claim
3) A contract
In this research the writer just take skimming and scanning method in teaching reading in increasing student’s comprehension ability by using article.
The reader interacts with the text to create meaning as the reader’s mental processes work together at different levels. One important part of interactive process theory emphasizes is schemata, that is the reader’s pre-existing concepts about the world and about the text to be read.
Into this framework, the reader fits what he or she finds in any passage. If new textual information does not fit into a reader’s schemata, the reader misunderstands the new material, ignores the new material, or revises the schemata to match the facts within the passage. In reading the nations of “bottom-up” and “top-down” processing, (also known as “outside-out” and “inside-out” processing), are not without their problems.
Consider this sentence “if you are a fluent reader you will have on reading problems”. A purely bottom up strategy, which is essentially a code-cracking activity, simple cannot account for the comprehension of this sentence. Top-down strategies must come into play in order that the reader may find “meaning” in these symbols.
The importance of background knowledge in reading is also central to schema theory that reading a text implies an interaction between the reader’s background knowledge and the text itself. The knowledge that is organized and stored in the reader’s mind is called schemata. According to this theory, fluent reader relates their schemata with the new information present in text.
..................................................
[1] Penny Ur, A Course in Language Teaching, (Cambridge: University Press, 1991), p. 147.
[2] Carl A. Lefevre, Linguistic and The Teaching of Reading, (New York San Francisco: Toronto London, 1962), p. 1.
