If either lets the other down, communication fails. That is why reading is regarded as an interactive process.
2. Kinds of Reading
a. Intensive Reading
In intensive reading, as the term indicates, each vocabulary and structural item is explained and made as fact of the students’ active language, pronunciation,
and intonation are stressed, and each concept allusion is clarified. Besides intensive reading is used to gain a deep understanding of a text, which is
important for the reader. The process of scanning takes a more prominent role here than skimming.
Absolutely we need to make distinction between extensive reading and intensive reading. The term intensive reading refers to the detailed focus on the
construction of reading texts which takes place usually but not always in classrooms. Here, the student looks at extract from magazines, poems, internet,
websites, novels, newspapers, plays and a wide range of other text genres.
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Intensive reading is usually accompanied by study activities. The teacher may ask students to work out what kind of text they are reading. Look for details
of meaning, look at particular uses of grammar and vocabulary and then use the information in the text to move on to other learning activities and the teacher also
encourage them to reflect on different reading skill.
b. Extensive Reading
Extensive reading should involve reading for pleasure what Richard Day calls joyful reading, the reader deals with longer texts as a whole, which requires
the ability to understand the component parts and their contribution to the overall meaning. Example: reading newspaper article, short story or novel.
According to Jeremy Harmer that one of the fundamental conditions of a successful extensive reading program is that students should be reading material
which they can understand.
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Jeremy Harmer, How to Teach English, Pearson: Longman, 2007, new edition, p. 99.
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