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Based on the theories above, it can be concluded that reading is a process to obtain ideas or meaning from a text, which is more complex
symbolized in written or printed language. Reading involves two main physical entities in the process; those are the text and the reader. In the
reading process, there is an interaction between the reader and the text when reader tries to convey the meaning of the text. In this interaction,
there is a mental process that will show that reading is a personal activity. Reading is not only extracting meaning from text but also a process of
connecting information in the text with the knowledge prior knowledge of the reader.
2. Types Genres of Written Language
Each type or genre of written text has its own set of governing rules and convention. A reader must be able to anticipate those
conventions in order to process meaning efficiently. With an extraordinary number of genres present in any literate culture, the reader’s ability to
process texts must be very sophisticated. Consider the following abridged list of common genres, which ulti mately form part of the specifications
for assessments of reading ability. Brown 2004: 186 states that there are three kinds of genres of
written language. They are:
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a. Academic reading
General interest articles in magazines, newspaper etc., technical reports eg. Lab reports, professional journal articles,
reference materials dictionaries, etc., textbooks theses, essays, papers, test directions , editorials and opinion writing.
b. Job-related reading
Messages e.g., phone messages, lettersemails, memos e.g.,interoffice, reports e.g.,job evaluation, project reports,
schedules, labels, signs, announcements forms, applications, questionnaires financial documents bills, invoices, etc., directories
telephone, office, etc., manuals, directions. c.
Personal reading Newspapers and magazines, letters, emails, greeting cards,
invitations, messages, notes, lists schedules train, plane etc., recipes, menus, maps, calendars, advertisements commercials, want ads,
novels, short stories, jokes, drama, poetry, financial documents,e.g., checks, tax forms, loan applications, forms, questionnaires, medical
reports, immigration documents, comic strips, cartoon. The genres of the written language enables readers to apply
certain schemata that will assist them in extracting appropriate meaning.
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3. Skills of Reading Comprehension
Brown 2001: 187-189 states that there are two skills in the assessment of reading comprehension.They are:
Microskills:
a. Discriminate among the distinctive graphemes and orthographic
patterns of English. b.
Retain chunks of language of different lengths in short-term memory. c.
Process writing at an efficient rate of speed to suit the purpose. d.
Recognize a core of words, and interpret word order patterns and their significance.
e. Recognize grammatical word classes nouns, verbs, etc., systems e.g.
tens, agreement, pluralization, patterns, rules, and elliptic forms. f.
Recognize cohesive devices in written discourse and their role in
signalling the relationship between and among clauses. Macroskills:
a. Recognize the rhetorical forms of written discourse and their
significance for interpretation.
b. Recognize the communicative functions of written texts, according to
form and purpose.
c. Infer context that is not explicit by using background knowledge.
d. From described events, ideas, etc., infer links and connections between
events, deduce causes and effects, and detect such as relations as main
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idea, supporting idea, new information, given information,
generalization, and exemplification.
e. Distinguish between literal and implied meanings.
f. Detect culturally specific reference and interpret them in a context of
the appropriate culture schemata.
g. Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of
texts.
Other skills suggested by Krashen and Terrel 1995: 134 which
distinguish at least four types of reading skills. Scanning is making a
quick overview of a passage, looking for specific information. Scanning commonly occurs when using the telephone book, reading the classified
ads, ordering from a menu, and so forth. Skimming uses the same
approach, except that instead of concentrating on specific information, we are looking for the main idea or general gist of a passage. In pleasure
reading, we usually neither skim nor scan, but read for main ideas, without always paying close attention to details. This sort of reading is termed
extensive reading, i.e., rapid reading for main ideas of a large amount of text. Intensive reading is reading for complete understanding of an entire
text. A student reading a problem an a chemistry text cannot be satisfied with knowing approximately what is asked. Nor will a person filling out a
job application want to guess at what information is requested.
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4. Types of Reading
