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15 In order to be able to understand or interpret the text comprehensively,
both top down and bottom up approach can be used to complement each other.
e. Strategies for Reading Comprehension
A successful reading comprehension is much determined by the effective strategies conducted in classroom activities. Brown 1984: 291-296 shows ten
strategies for reading comprehension as follows: 1 Identifying the purpose in reading
Effective reading consists of clearly identifying the purpose in reading something. Therefore, learners will understand what they are looking for
in the reading materials. 2 Using grapheme rules and patterns to aid in bottom-up decoding
At the beginning levels of learning English, one of the difficulties students encounter in earning to read is making the correspondence
between spoken and written English. In many cases, learners have become acquainted with oral language and have some difficulty learning English
spelling conventions. They may need to be given hints and explanations about certain English orthographic rules and peculiarities.
3 Using efficient silent reading techniques foe relatively rapid comprehension
The efficiency of silent reading techniques can be increased by giving learners some reading rules as follow:
3.1. Minimizing to pronounce each word
3.2. Trying to perceive visually more than one word at a time
3.3. Trying to infer meaning through context
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16 4 Skimming
Skimming is one of the most important and useful reading skills. It is a method of quickly gathering information from the printed page. It also
gives readers the advantages of being able to predict the purpose of passage, the main topic or message, and possibly some of the developing
or supporting ideas Brown, 1994: 293. 5 Scanning
In scanning the reader runs his eyes down the page with the purpose of finding an answer to a specific question Dechant and Smith, 1983: 284.
The purpose of scanning is to extract certain specific information without reading through the whole text Brown. 1994: 293.
6 Semantic mapping The strategy of semantic mapping helps the readers to provide some
order to the chaos. Learners attempt to explore ideas or events relating to certain passage.
7 Guessing Guessing is an extremely board category. Learners can use it to their
advantage to: 7.1.
Guess the meaning of a word 7.2.
Guess a grammatical relationship 7.3.
Guess a discourse relationship 7.4.
Infer implied meaning 7.5.
Guess about a cultural reference 7.6.
Guess content messages
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17 Teachers can make their students become accurate guessers by
encouraging them to use effective compensation strategies in which they fill gaps in their competence by intelligent attempts to use whatever clues
are available. 8 Vocabulary analysis
Several techniques in analyzing vocabulary are as follows: 8.1.
Looking for prefixes 8.2.
Looking for suffixes 8.3.
Looking for roots that are familiar 8.4.
Looking for grammatical context that may signal information 8.5.
Looking for the semantic context for clues 9 Distinguishing between literal and implied meanings
The fact that not all language can be interpreted appropriately by attending to its literal, syntactic surface structure makes special demands
on readers. Implied meaning usually has to be derived from processing pragmatic information.
10 Capitalizing on discourse markers to process relationships There are many discourse markers in English that signal relationships
among ideas as expressed through phrases, clauses, and sentences. A clear comprehension of such markers can greatly enhance learners’ reading
efficiency.
f. Micro Skills for Reading
