b. Micro and Macro-Skills of Reading
Brown 2004 proposes the macro and micro skills of reading. Micro-skills of reading:
1. Discriminate among the distinctive graphemes and orthographic pattern
of English. 2.
Retain chunks of language of different lengths in short-term memory 3.
Process writing at an efficient rate of speed to suit the purpose. 4.
Recognize a core of words, and interpret word order patterns and their significance.
5. Recognize grammatical word classes noun, verbs, etc., systems e.g.
tense, agreement and pluralisation, patterns, rules, and elliptical forms. 6.
Recognize that a particular meaning may be express in different grammatical forms.
7. Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses. Macro-skills of reading:
1. Recognize the rhetorical forms of written discourse and their significance
for interpretation. 2.
Recognize the communicative functions of written texts, according to form and purpose.
3. Infer context that is not explicit by using background knowledge.
4. From described events, ideas, etc., infer links and connections between
events deduce causes and efforts and detect such relations as main idea, supporting idea, new information, given information, generalization and
exemplification.
5. Distinguish between literal and implied meanings.
6. Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata. 7.
Develop and use battery of reading strategies, scanning and skimming detecting discourse markers, guessing the meaning of words from context,
and activating schemata for the interpretation of texts.
c. Processes of Reading
Grabe 2009 defines reading as a complex combination of processes. Reading is a rapid process, an efficient process, a comprehending process, an
interactive process, a strategic process, a flexible process, a purposeful process, an evaluative process, a learning process and a linguistic process.
Fluent reading is certainly a rapid and efficient process. It is rapid in the sense of that the readers read most materials at about 250-300 wpm. It is efficient
in the sense of that various processing skills work together smoothly. Word recognition, synthetic parsing, meaning formation, text comprehension building,
drawing conclusion, critical evaluation and linkages to prior knowledge resources are coordinated rapidly and automatically when we are reading.
Reading is a comprehending process. The readers read in order to understand what the writers want to convey through texts, though they are dealing
with the context, language elements, etc. Comprehension is the central goal of reading.
Reading is an interactive process. It combines many cognitive processes. They work together at the same time. It is also interaction between the readers and
the writers. The text contains information that the writers want the readers to understand it through certain ways and the readers bring a wide range of their
schemata knowledge to construct the meaning of the text in order to understand the information.
Reading is a strategic process. A number of skills and processes are used in reading to anticipate text information, select key information, organize and
summarize information, monitor comprehension, repair comprehension, breakdowns, and match the comprehension output to the reader
s‟ goals.
Reading is a flexible process. Readers keep the process of reading and the purposes link each other.
Reading is continuously evaluative process. At one level, readers evaluate how well they are reading. Evaluation also occurs when they decide the way in
which they respond to a text. All reading activity is a learning process. It occurs even when readers
decide to review and check a grocery list or see what information is required to fill out form.
Finally, reading is a linguistic process. Linguistic knowledge morphological, syntactical, and semantic is completely needed when the readers
read. According to Perfetti, Landi, and Oakhill 2005 in Grabe 2009, the processing of linguistic information is the central of reading comprehension.
d. Different Skills of Reading
It has been explained by experts that when the learners read different kind of texts, they have different purposes. Reading a flyer is completely different from
reading a novel. The use of these different skills of reading that is proposed by Harmer 2001 depends on what the learners are reading for.
a Identifying the topic
Good readers rapidly get the idea of what is being discussed with the help of their background knowledge. This ability encourages them to process
the text more efficiently and effectively as it progress. b
Predicting and guessing
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