Reading Skills - Process, Purposes, Models, Strategies

1.           Process of Reading

Pre-reading---- Knowledge of ideas, Facts etc.

 

 

 

 

 

1.

·         understanding meaning

·         Putting it in context 

·         Reconstructing the whole idea                                       

presented by the                                                                                                                                                                                                                                                   author                                                                                  

 1.Referring to the present

                                                                                              

                                                                                    2 . Fusing new knowledge

                                                                                                   with old knowledge

                                                                                                 for better understanding

                                                                                                 and good recall                                                                                                                                                                                                                                                               

 

Reading the lines                                Reading between the lines

 What has he actually written?         Does he really mean                                              

What are the facts?                             what he says?

How are they related?                        Is he saying more     

                                                                than he has written?

                                                                                                                                                                                                                                                 

                                                                

                                                                                                        

                                                                                                             Evaluation

 

1.     Pre-reading – Early in life, we acquire a working knowledge of our mother tongue by hearing the elders communicate among themselves and with us. We pick up the phonemes (sounds) of the language. We also learn how to combine them into larger units like syllables and words. Our exposure to the language equips us with some vocabulary of the language. We become familiar with the syntactic structures of the language and the basics of its grammar.

We also acquire some knowledge of the concepts that we come across in our daily life.

Exposure to their communication also equips us with the ability to reason and draw inferences from what has been explicitly stated.

In short, we are able to use language for common day-to-day purposes.

This oral linguistic competence is a pre-requisite for learning how to read. It proves to be of great use to us when we begin to learn how to read.

In addition to that, by seeing people read, we learn a good many things about reading.

I.                   We learn that what we speak can be represented on paper by making some marks.

II.                 We learn also what print or writing looks like.

III.              We learn also that these marks can be reconverted into speech.

IV.              We come to know whether our language is read from right to left or from left to right.

2.      Phonological Awareness

With the passage of time, early familiarity with the sound system of the language develops into a strong awareness. We become aware that the continuous flow of speech can be broken up into words, syllables and phonemes (Individual sounds). We not only gain a complete knowledge of the phonemes used but also master the skill of articulating them. The ability to articulate them becomes the foundation stone of the future reading ability. The ability to combine the phonemes into larger units and to divide the larger units into phonemes is crucial to reading and spelling. Without it, it is impossible to learn how to read. 

3.     Using Phonics to recognise words

The first formal step towards reading is the learning of phonics. We begin to recognize the shapes of the letters of the alphabet and the sounds they represent. Then we learn to combine these letters to form words. We also learn the rules of word structure – the morphology of the language. We learn the skill of deriving new words by affixing prefixes and suffixes to the roots. We also become aware of the meanings of the suffixes and prefixes and the rules which govern the morphological process.

By using our knowledge of vocabulary, we begin to recognise words quickly. Here, it is important to realise that we do not apply these rules to each word in order to recognise it. We become familiar with the shapes of the words and just a look at them is enough to recognise them. If we were to apply the rules of structure to each individual word, that would hinder the process of reading and we will not be able to read fluently. This is especially true of regularly used words. Their shapes are committed to memory so well that immediate recognition becomes possible. Even unknown words are recognised easily if the morphemes that make them up are already known. Mastery of the rules of structure and their repeated application helps us to automatically recognise the words by seeing them. This helps us to concentrate on meaning. It is here that comprehension begins.

4.     Comprehension of Literal Meaning by Using Knowledge of Vocabulary, Syntax and Grammar

Using our knowledge of vocabulary to comprehend the meaning of the text is the next step. Word meanings are the key component of comprehension. 70 to 80% of comprehension depends on the meanings of the words. Part of our vocabulary is acquired through direct instruction and part of it is acquired through independent reading and listening.

We also use our knowledge of syntax and grammar to determine the meaning of what we read

5.     Achieving Fluency in Reading

We do not read words singly. For fluent reading, we read them in groups jumping from one group to another. Fixing our eyes on one word at a time would make our pace very slow. Decoding of semantic and syntactic meaning is done simultaneously. We also try to guess the meaning of unfamiliar words with the help of the context and environment. Reading fluently and comprehension are simultaneous processes.

Reading in turn expands our vocabulary and thus speeds up comprehension. Speedy comprehension and fluency are achieved through extensive independent reading. It helps us to master automatic recognition and decoding skills.

6.     Interpreting

Determining literal meaning is only one part of comprehension. Drawing inferences and making deductions is the other part. We try to read between the lines and see the meaning hidden behind the words. By using what has been explicitly stated, we try to make out the implied meaning. Understanding the literal meaning and making inferences go on side by side. They are not sequential but simultaneous.

As we read, we also try to establish cohesive links between the different parts of the text. We try to understand how different sentences, paragraphs and sections of the text are related to one another and how the information has been organised into a well-structured whole.

7.     Association

At the same time, we use our previous knowledge and experience to determine the meaning of what we are reading. We compare and contrast the current information with the information that we already have and the knowledge that our own experiences have taught us. We interpret the new information in the light of the old information and fuse the one with the other. This helps us to understand the meaning in a better way, retain it longer and recall it whenever we need it.

8.     Evaluation

The next step in reading is to attempt an appreciation of what we have read. We try to understand the purpose of the author and to decide whether the purpose with which we had started reading the text has been achieved or not. We assess the quality and worth of the information as well as its presentation.

We try to judge how useful the information can be to us and to the society in general, whether it is conservative or progressive, constructive or destructive, reformative, revolutionary or rebellious, convincing or unconvincing, in agreement with what we already know or different, adequate or inadequate.

At the same time, we try to judge whether the information has been presented in a well organised manner or in a chaotic way, whether the presentation is crude or artistic. We also evaluate the language used as the vehicle of information – whether it is simple and easy or difficult and complicated, whether it is appropriate to the targeted audience or not, whether it is idiomatic, flowery and aesthetically beautiful or not. The last stage in the process of reading is this critical evaluation of what we have read.

2      Purposes of Reading

Reading is a purposeful activity. We never read without a purpose. However, the purpose is not the same each time that we sit down to read. Our purpose may vary from time to time. Similarly, everyone does not read with the same purpose. The purpose of reading may differ from individual to individual. Broadly speaking, we read either for pleasure or for obtaining knowledge or information.

Reading for pleasure

Sometimes, we read only to entertain ourselves. Our aim is not to add to our existing knowledge or to gain any new information but to enjoy, to have fun. It is true, however, that even when we read for pleasure, we are, at the same time, getting some kind of information. We can never read without getting some kind of information. But gaining knowledge is not our primary aim. Whatever knowledge we gather is just secondary and incidental.

While reading for pleasure, we do not need to understand the meaning of every word and every sentence in the text. We can afford to ignore some words, phrases, sentences or even paragraphs if, even without understanding their meaning, we are able to follow the general line of the narrative or the argument. Hundred percent understanding of the text is not necessary.

Reading for Knowledge

There are occasions, however, when we read to gain information or knowledge. We read because we want to widen the horizons of our mind, to enlarge the store of our knowledge by adding new knowledge to the knowledge that we already possess. We may want to add to our knowledge of a subject about which we already have some knowledge or our purpose may be to get knowledge of a new subject about which we know nothing.

Even when we are reading for knowledge, our purpose may have different shades.

                     I.        We may read only to gain a general impression of the contents of the text. If so, we can afford to read at a fast pace. We need not even read every line of the text. We may only scan or sample it.

                   II.        Our purpose, may be to locate a particular piece of information. Again, we need not read the text thoroughly. We can just scan it if we read with this purpose.

                  III.        We may also read to understand the central theme of a piece of writing. A quick reading is enough if we read with this purpose.

                  IV.        Again, we may read as an intellectual exercise to develop an alert and critical attitude. Hundred percent comprehension is not required if we read with this goal in mind.

                   V.        Sometimes, our objective is to distinguish facts from fiction or just opinions or arguments.

                            VI.            We can read a text also to identify its scope and limitations i.e. to determine the areas of the topic that the text covers and the aspects which it does not attempt to cover.

                VII.        On many occasions, we study a text deeply with a view to achieving a detailed and critical understanding of not only of its contents but also of the manner of presentation of the contents. When our purpose is to study a text to understand every bit of information in it, we read at a slow pace. We try not only to understand all that is stated but also to infer what is implied. We read the lines, we read between the lines and even beyond the lines.

              VIII.        Sometimes, we read in order to evaluate a text. Our aim is to assess the worth of the information and author’s skill in presenting it. We try to judge whether the information given is conservative, progressive or reformative, whether it is constructive or destructive, moral or immoral, conformist or revolutionary, useful for the society or not. At the same time, we try to judge whether the presentation of the matter is artistic or crude, whether the matter is well organised or presented in a chaotic manner, whether the language used is clear, unambiguous and idiomatic or not. To be able to do so, we have to study and understand all that is presented in the text but also to interpret it in the light of our previous knowledge and compare and contrast it with what we already know. We may have even to read it more than once in order to get under the surface and fish out all that does not appear there when we read it the first time.

                  IX.        There are also some people who read a text to benefit from the knowledge and experience of the author and grow wiser. To them, reading is a means to acquiring more and more wisdom of the world so that they may be able to go through life smoothly and win the appreciation of their fellow beings. They read it slowly and devote time to reflecting over the contents after they have read it.

2.   Reading Models

Definition: A reading model is a graphic attempt “to depict how an individual perceives a word, processes a clause and comprehends a text.” In other words, it tries to lay down whether we process the textual information provided by the text first and then relate it to our previous knowledge or we recall our previous knowledge and experience first and then try to read and process the new text and the information provided by it in the light of that knowledge and experience.

Scholars have presented three different reading models which are being discussed below.

1.   Top Down Model       

·         This model gives more importance to what the reader brings to the text.

·         According to it, reading begins in the mind of the reader. The previous knowledge and experiences of the reader are more important than the information contained in the text. The reader begins by recalling his previous knowledge and he interprets the current text in the light of this knowledge and those experiences.

·         The reader proceeds from the whole to the part. He first recalls the information that he already possesses and then proceeds to preview the text in order to have an overall idea of what it contains. Reading the text line by line and comprehending the textual meaning by following the semantic and syntactic cues is the last thing on his agenda.

Previous knowledge and experiences

 

Previewing the text to get a general idea of the contents

through skimming, scanning or sampling

 

 

Reading the text (Letters, words, phrases sentences

Decoding the semantic and syntactic cues and

Understanding the textual meaning

2.    Bottom up Model

·         This model gives greater importance to the printed text.

·         According to it, comprehension of the text begins by processing the smallest linguistic unit and moves on to the larger units.

·         The reader proceeds from the part to the whole. He identifies the letters and the sounds they stand for, combines the sounds into syllables and words, sees how the words are arranged into phrases, clauses and sentences

·          

·                                                                     Identifying the letters and the phonemes they stand for

Syllables

 

Words

Phrases

Sentences

Paragraphs

 

Text

Previous knowledge and experiences

3.     Interactive Model

Linguistic scholars also point out that in actual practice, we follow neither the top down model nor the bottom up model. Both these models are followed simultaneously. As we read the text, we keep decoding the semantic and syntactic meaning while at the same time applying our previous knowledge to the understanding of the current text. We keep moving from the one to the other all the time we are engaged in reading.

3. Reading Strategies

In order to get the maximum benefit out of our reading, we make use of a large number of strategies. These strategies enable us to read faster, comprehend more efficiently and retain the information longer and be able to recall it at will. Some of these strategies are listed below.

1.   Determining the Purpose

The first thing that we do is determine the purpose of our reading. We decide whether we are reading for pleasure or for gathering some kind of information. If we are reading for information, we have also decide whether we want to study the text deeply trying to understand every aspect of the information, or just to get a general idea of the contents. We may even be reading in order to locate a particular piece of information. The time we need to devote and the speed at which to read depends on the purpose of reading.

2.     Planning

First of all, we plan what we want to read. The decision depends on the information we need and the purpose with which we want to read.

3.     Framing Questions

When reading for information, we frame questions to which we want to find answers. Then, as we read, we try to find answers to those questions.

4.   Proper Time

Depending on how deeply we want to go into the text, we have to decide how much time we need to read it. We must give ample time to read a text in order to fully appreciate its value.

On the other hand, we also have to consider how much time we have at our disposal. We have to decide the reading speed and technique according to the time available to us.

5.   Preparing Our Own Table of Contents

We may not want to read the contents in the order in which they are given. We can decide the order in which we want to read them and prepare our own table of contents.

6.   Activating Previous knowledge

After getting a general idea of the contents, we can recall all the relevant previous information that we have relating to the topic that the text deals with. It helps us to understand the text more effectively and more quickly.

7.   Previewing

Before we start reading, we have a quick glance at it and try to have a general idea of its contents. We may scan or sample it to prepare ourselves for reading it. This helps us to understand the contents faster and more efficiently.

8.   Eye fixations and Their Duration

We cannot read fast enough if we read one word at a time. Actually, we cover several words at a time. To read fast, we have to cover as many words as possible in one eye fixation and thus reduce the number of fixations. At the same time, we try to reduce the duration of fixations. These skills are mastered through practice.

9.   Using Context

We do not consult the dictionary to find the meaning of every new word. If possible, we try to understand its meaning by using the context. If we are not reading for a thorough understanding, we may even sometimes ignore them if we can follow the general line of argument or narrative without knowing their meaning.

10.      Predicting

To achieve fluency, we try to predict what is coming next. We read one word and try to guess what will come next. The same is true of phrases, sentences, paragraphs and different sections.

11.      Word Attack Strategies

To understand the meaning of words, we also use word attack strategies. We divide the words into morphological constituents – roots, prefixes and suffixes – and thus try to make out their meaning.

12.      Paraphrasing

To achieve a better comprehension of the contents, we can rephrase a sentence or phrase in different words of our own. 

13.      Inferring

As we read what is there on the page, we also try to draw inferences, make deductions and understand that part of the meaning which is implied but not explicitly stated.

14.      Highlighting

We highlight the important information as we read by underlining it or by using a highlighter so that we may be able to locate it easily when we need to.

15.      Taking Notes

We keep taking notes as we read. We may note down the important information on a piece of paper, in a note book or even in the margins of the text.

We may even take graphic notes organising the information in different ways as for example in a pyramid or inverted pyramid form or in the form of a graph or a table etc.

16.      Prioritising Information

All the information that we get is not equally important and useful. We can decide which part of it is more important and which is relatively unimportant and arrange it in the order of importance.

17.          Visualising

As we read, we use our imagination and try to see with the mind’s eye what we are being told in the text.

18.      Questioning the Text

We do not blindly accept what we are told. We sometimes question the information provided by the text. We reflect on the challenges that the text poses to our attitude towards life, our political, religious, and other kinds of beliefs and opinions. We may even put a tick mark or a cross even as we agree or disagree with the author.

19.      Asking Questions

As we read, we also keep asking questions and trying to find answers to those questions. These questions keep us focused on the reading and do not allow our attention to wander.

20.      Stop and Monitor

After reading a part of the text, a paragraph or a section, we can stop for a while and review what we have read. Such monitoring allows us to repair our comprehension, to revise what we have learnt and to retain it longer.

21.      Think Aloud

Every now and then, you may stop and try to tell yourself aloud what you have read so far. It helps not only in better comprehension but also in longer retention

22.      Use the Glossary

Many texts contain a glossary of words and technical terms at the end where their meaning is explained. We must make proper use the glossary instead of rushing to the dictionary every time we come across something that we do not understand. It saves much time and labour.

23.      Re-read the Text

If need be, re-read the text to make sure that you have understood everything and understood it correctly. It gives you a chance to repair your comprehension and retain the information for a long time.

24.      Summarise

After completing your reading, use the notes that you have taken and write a summary of what you have read. By doing so, you are able to internalise it more efficiently and remember it for a long time.

25.      Critically Evaluate

After finishing the reading, attempt a critical assessment of the text you have read. Try to form a judgement about the worth and value of its contents as well to appreciate the manner of presentation.

26.      Extensive Reading

Read extensively in order to become a better and more efficient reader. The more you read, the more you will master the art of efficient reading. Practice is the only way to achieve perfection in everything.

27.      Know What Works for You

Every individual is a different individual. What works for one person may not work for another. You are the best judge of which strategy is more effective in your case. Choose the strategy which you thin

k is most effective in your case.