Kinds of Reading Scanning Technique

Step in scanning as follows: a. Keep in mind at all times what it is readers are searching for. If they hold the image of the word or idea clearly in mind, it is likely to appear more clearly than the surrounding words. b. Anticipate in what form the information is likely to appear, numbers, proper nouns, etc. c. Analyze the organization of the content before starting to scan. i If material is familiar or fairly brief, you may be able to scan the entire article in a single search. ii If the material is lengthy or difficult, a preliminary skimming may be necessary to determine which part of the article to scan. d. Let your eyes run rapidly over several lines of print at a time. e. When you find the sentence that has the information you seek, read the entire sentence. b. The Importance of Teaching Reading Teaching is probably the most important variable in determining beginning reading achievement. Much of student’s success in beginning reading is accounted for the instructional procedure found in the classroom. The ultimate objective of teaching reading comprehension is to help the students promote and enhance their reading competence or reading skill in the target language. In teaching reading comprehension, teacher needs to design comprehension activities that correspond to the purpose of the reading. Omaggio writes that reading comprehension activities should be designed in such a way so as to help the students to develop the following specific reading skill 24 : 1. Recognizing the script of a language. 2. Deducing the meaning and use of unfamiliar vocabulary. 3. Understanding information that is stated explicitly. 24 Alice Omaggio Hadley, Teaching Language in Context, USA: HeinleHeinle, 2001, p. 63 4. Understanding relationship between sentences. 5. Understanding implications not explicitly stated. 6. Understanding relationship between the part of the text through cohesive devices, both grammatical and lexical. 7. Identifying the main point or the most important information contained by the text. 8. Distinguishing the main idea from supporting details. 9. Extracting the main points in order to summary. 10. Understanding the communicative value and function of the text or passage. Adults have two distinct ways to develop competence in a second language: acquisition, which is a subconscious process, and learning, which is conscious. Phillips states that the whole range of the reading proficiency can be achieved. Philips has developed a five-stage plan for teaching reading skills that can be used either in the classroom or an individualized instructional setting. 25 The five stages include: 1 transferable integration, 2 Comprehension stage, 3 decoding intensive reading or preparation stage, 4 Scanning stage, and 5 pre-teaching or preparation stage. 1. Transferable integrating skill. In this final stage of teaching reading, Exercise should be used that help students go beyond confines of the specific passage to enhance reading skill and effective reading strategies themselves. Exercise that encourage contextual guessing, selective reading for main ideas, appropriate dictionary usage, effective reading stage to confirm hypotheses are among those identified as especially helpful in this final stage. 2. Comprehension stage. In this stage, comprehension checks of various sorts are made to determine if the students have achieved their reading objectives. Philips argues that reading comprehension should not confound 25 June K. Phillips, Proficiency-based Instruction in Reading: A Teacher Education Module: Application Packet, Indiana: Indiana University of Pennsylvania, 1985, p. 289 the reading skill with the other skill, such as writing, listening, or speaking if they are considered pure test of reading comprehension check should project the readers through several phases of the reading. 3. Decoding intensive reading stage. Philips contends that this stage is most necessary when students are learning to read rather reading to learn. Decoding involves guessing from context the meaning of unknown words or phrases and may be needed at the word or discourse level. Readers need to be thought not only how to guess the meaning of context words, but also how to interpret the force or connectors, determine the relationships among sentences of the sentences elements, and so on. The extent of decoding that will go on in this stage will depend on the purpose for reading a given passage. Fluency and rapid understanding are the most command objectives in reading, and it is only when comprehension is impendent by unknown words, complex structure, or unfamiliar concepts that skilled readers report to decoding. 4. Scanning stage. These steps are distinct processes. Skilled readers do some scanning while attempting to skim a text. The students need to practice how to use scanning techniques in reading comprehension. Some of the practice activities required for this stage include : a. Getting the gist of short readings, paragraph, or other graphic material. b. Identifying topic sentences and main ideas c. Selecting the best paragraph from multiple-choice options of the main ideas of a text or of the conclusion. d. Matching subtitles with paragraphs. e. Filling in charts of form with key concepts. f. Creating titles or headlines for passages. g. Making global judgments or reacting in some global fashion to a reading passage. Pre teaching or preparation stage. This essential first step helps develop skills in anticipation and prediction for the reading of graphic material. Some of reading activities included in this stage; a Brainstorming to generate ideas that have a