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EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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- EBS 262 GENERAL PRINCIPLES AND METHODS OF TEACHING IN BASIC SCHOOLS
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Sir please there is not content on this course. And no PDF as well..ANYETEI ANGELEY
EBC 126- COMMUNICATION SKILLS5
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EBC 126- COMMUNICATION SKILLS5
GoodABAKAH MONICA
Lesson 5: Developing language skills (Developing Reading Skills –
Types and examples of Reading)
Introduction:
This lesson introduces the student teachers to different types of reading that may occur in a classroom- intensive reading, extensive reading, skimming and scanning. It also discusses different strategies and techniques that are used for different types of reading tasks in an academic context.
Definition of academic Reading
Teaching reading in the classroom needs special attention because enhances language acquisition, provides a good model for writing, and stimulates discussion. It also helps learners improve their vocabulary (Grabe, 2002). Generally, reading improves students’ overall language proficiency and academic performance.
Academic Reading:
Reading in an academic context is different from everyday reading. Reading is integral to the process of understanding your topic, finding research materials, and developing your ideas. Academic reading involves layers of asking questions and reflecting on relationships among parts of the text. According to Kurland (2000a), Critical reading refers to a careful, active, reflective, analytic reading, which involves reflecting on the validity of what one has read in light of his prior knowledge and understanding of the world. One purpose of academic readings is to give students exposure to different viewpoints and ideas. Academic texts are written by professionals in a given field and edited by the authors’ peers and often take years to publish, while non-academic texts are written for the mass public and published quickly and can be written by anyone.
Some examples of academic texts are:
Fundamental of Academic Reading
Full concentration and comprehension are required for you to understand key ideas, information, themes or arguments of the text. The following are some fundamental issues about academic reading:
Content and Style of Academic Text:
Authors of academic texts:
Types of academic reading
Intensive Reading
Intensive reading is used to teach or practice specific reading strategies or skills. The text is treated as an end in itself. It is reading for a high degree of comprehension and retention over a long period of time. 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. Intensive Reading, which is sometimes called “Narrow Reading”, may involve students reading selections by the same author or several texts about the same topic. Middleton (2011) describes intensive reading as the practice of reading short-to-medium length passages with the aim of focusing on specific text-based elements, as comprehension, vocabulary, etc.
Advantages of intensive reading
Limitations of intensive reading
Extensive reading
Extensive reading involves reading of large quantities of material, directly and fluently. It is treated as a means to an end. It may include reading simply for pleasure or reading technical, scientific or professional material. This later type of text, more academic, may involve two specific types of reading, scanning for key details or skimming for the essential meaning. Brown (1989) explains that extensive reading is carried out “to achieve a general understanding of a text”, while 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.
Characteristics of Extensive Reading
Day and Bamford (1980) have identified ten characteristics of Extensive Reading Programs.
They are:
Advantages of Extensive Reading
Challenges of Extensive Reading
Scanning
Scanning is a quick reading, which focuses 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. It 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 the reader has located what /she was searching for. Very little information is processed into long-term memory. The objective is simply matching.
Scanning is a quick reading, which focuses 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. It 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 the reader has located what /she was searching for. Very little information is processed into long-term memory. The objective is simply matching.
Role of the Student in Scanning
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 useful when your goal is to preview the text to get a better idea of what it’s about. It will help prepare you for deeper learning.
This strategy makes it much easier to recall what you’re about to read.
Role of the student in Skimming
Activities in a Skimming Lesson
Attachments1
ASSIGNMENT : UNIT 5 ASSIGNMENT MARKS : 20 DURATION : 1 week, 3 days