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e.g. connecting a character, event or concept to other known characters, events or concepts; or possible causes to known events.
d. Reading to integrate information
It requires additional decisions about the relative importance of complementary, mutually supporting or conflicting information and the
likely restructuring of a rhetorical frame to accommodate information from multiple sources. These skills inevitably require critical evaluation
of the information being read so that the reader can decide what
e. Reading to write
It may be task variants of reading to integrate information. It requires abilities to compose, select, and critique information from a
text. Reading to write and reading to critique texts purposes represent common academic task that call upon the reading abilities needed to
integrate information. f.
Reading for general comprehension
Two notions of general reading comprehension, that is first, it is the most basic purpose for reading, underlying and supporting most
other purposes for reading. Second, reading for general comprehension is actually more complex than commonly assumed. It requires very
rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, and efficient
coordination of many processes under very limited time constrains when accomplished by a skilled fluent reader.
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Hedge 2000: 195 mentions that purpose of reading consist of: 1. Receptive reading. Example: short story, newspaper. 2 Reflective
reading. It is involve episodes of reading the text and then pausing to reflect and backtrack. Example: when reader wants to check whether a
new line of argument in political text is consistent with opinions expressed earlier in the same article. 3. Skim reading. It is used to get
global impression of the content of a text. 4. Scanning. It is involve searching rapidly through a text to find a specific point of information.
Example: key point in academic text. 5. Intensive reading. It is involve looking carefully at a text.
Based on the theory above, we understand that different purposes for reading determine different strategies in approaching text
and also different rates of reading. One text may be read in a variety of styles and the readers will have different purposes at each stage of the
reading process and will apply the appropriate strategies.
3. The Definitions of Reading Comprehension
