students who’s already experience intensive reading program may not believe in the extensive reading program way to learn language.
4. Models of Reading
These models of reading represent the process of general reading comprehension based on their purpose, they are:
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a. Bottom-up Model
Bottom-up model indicates that the reader learning the text letter by letter or word by word to get understanding of the whole text. According to Gough
1972
, it is begin by translating the parts of written language letters into speech sounds,
after that piece the sounds together to form individual words, and then piece the words together to arrive at an understanding of the author’s written message.
Bottom up model uses only a little background knowledge from the reader.
b. Top-down Model
This model represents type of reader who knows what they expect from the text, and they mostly have their own goals when reading the text. The reader will
direct their eyes to the information they wanted to find in the text.
c. Interactive Model
The interactive model is a combined model which it takes the word recognition technique from bottom up model and background knowledge to
understand the text then look for the key ideas by using top down model.
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William Grabe and Fredrika L. Stoller, Teaching and Researching Reading, England: Pearson Education, 2002, p. 25.
5. Techniques of Reading a.
Skimming
Skimming is a reading technique that involves the students reading the material quickly to get a general understanding. According to Farrell skimming
assumes that readers know: 1 How the text is organized
2 Spotting the main point of the paragraph 3 Have the ability to infer the main idea of the paragraph
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There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as
they move down the page or screen. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.
b. Scanning
Scanning is a reading technique when the students try to look for specific information. When using this technique, students do not have to read every single
word in the passage to find the information they need.
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When scanning, look for the authors use of organizers such as numbers, letters, steps, or the words, first,
second, or next. Look for words that are bold faced, italics, or in a different font size, style, or color. Sometimes the author will put key ideas in the margin.
6.
Purpose of Reading
These are reading purposes that have been classified by Grabe and Stoller which will be explained below:
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10
Thomas S. C. Farrel, Succeeding with English Language Learners: A Guide for Beginning Teachers, California: Corwin Press, 2006, p. 98.
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Peter Mather, Rita McCarthy, The Art of Critical Reading, New York: McGraw-Hill, 2012, p. 507.
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William Grabe, Reading in Second Language: Moving from Theory to Practice, Cambridge: Cambridge University Press, 2009, p. 7.
a. Reading to Search for Simple Information and to Skim
In reading to search, scanning for a specific word, or a specific piece of
information, or a few representative phrases is commonly used by reader. For example, when we look for address or telephone number in Yellow Pages or when
we read a dictionary, looking for the word meaning. Skimming is also commonly used by reader and it is a useful skill when we are about to read unfamiliar and
long text. We look for the important information then combine them with our comprehension skill to generate the outline of the text.
b. Reading to Learn from Text
Reading to learn from text means that the reader needs to learn significant amount of information from a text. The reader have to remember main ideas and
supporting ideas of the text, then organize them to build understanding and connect them to their base knowledge. Reading to learn allows reader to read the
text again and reflecting to help remember information because it needs deeper comprehension to connect the information with base knowledge.
c. Reading to Integrate Information, Write and Critique Texts
Reading to integrate information means that we make a new conclusion based on the supporting and conflicting information we read, and then combine them
with other source of information. Reader can decide which information to integrate and how they are going to integrate them for their own purpose. Reading
to write and reading to critique is a part of the reading to integrate because both of them requires the skill to choose, critique and arrange information from a text.
d. Reading for General Comprehension
Reading for general comprehension mostly known as the ability to understand information of the text but the comprehension ability is much more complex than
that. It needs a quick and automated process of words then strong skills in making a general meaning in main ideas and efficient reading in such limited time.
