Effective Reading

Unit – VI
Speaker’s Name: Praneetha k
 How Reading Develops
Learning to read as a child usually results in the ability to read simple material relatively easily.
• As we develop our skills in reading, the process often becomes more challenging. We are
introduced to new vocabulary and more complex sentence structures. Early school textbooks offer
us facts or ‘truths’ about the world which we are required to learn; we are not, at this stage
encouraged to question the authority of the writers of these published materials.
• As schooling progresses however, we are led to consider a range of perspectives, or ways of
looking at a topic, rather than just one. We learn to compare these perspectives and begin to form
opinions about them.
• This change in reading from a surface approach (gathering facts) to a deep approach (interpreting)
is essential in order to gain the most out of our studies.
• Reading becomes not simply a way to see what is said but to recognise and interpret what is said,
taking into account subtleties such as bias, assumptions and the perspectives of the author.
• Academic reading, therefore, means understanding the author’s interpretation of reality,
which may be very different from our own.
The Goal of Reading
• Most of us read in everyday life for different purposes – you are reading this page
now, for a purpose.
• We read to gain factual information for practical use, for example, a train timetable or a
cinema listing. For such documents we rarely need to analyse or interpret.
• We may also read fiction in order to be entertained; depending upon the reader, a level of
interpretation may be applied, and if reading fiction as part of an English Literature
degree, then analysis of the author’s writing style, motives etc. is imperative.
• Many of us read newspapers and magazines, either in print or online, to inform us about
current events. In some cases the bias of the writer is explicit and this leads us to
interpret what is said in light of this bias. It is therefore easy to view a particular article as
a statement of opinion rather than fact. Political biases, for example, are well known in the
press.
Active Reading
• Active reading is the process of engaging with the text as you
read. Techniques for making your reading more active include:
• Underlining or highlighting key phrases as you read. This can be
a useful way to remind yourself about what you thought was
important when you reread the text later. However, it is important not
to highlight too much. You might, for example, consider reading a
paragraph at a time before highlighting or underlining. This will allow
you to identify the most important ideas within it. Alternatively, you
might find that it is best to read a whole chapter first, to get a sense
of the main ideas, then go back and highlight points that build the
argument.
• Make notes in the margin to highlight questions or thoughts. You can do this
in both ebooks and hard copies, or use post-it notes if you do not wish to mark
the book (for example, if it is a library book). This process helps you to engage
better with the content, and therefore makes what you read more memorable.
• Use the signposts within the text itself. Look out for phrases such as ‘crucially’
and ‘most importantly’. These highlight areas that the author(s) felt were
important.
• Break up your reading time with periods where you write down summaries
of what you have read. You can either do this without referring back to the text,
or simply use draw on the text. This will help you to focus on the most important
ideas.
• Asking yourself questions about the author’s intended meaning, or the
effect they wished to produce. This is a process called critical reading, and there
is more about this process in our page on Critical Reading.
Types of Passive Reading:

• Rushing

• Forgetting

• Multitasking

• Reading when tired

• Distracted reading
Types of Active Reading:

• Skimming

• Re-reading

• Scanning

• Extensive Reading

• Intensive Reading

• Critical Reading

• Guided Reading
Types of reading
• Scanning
Scanning is a type of rapid reading where you look for specific information.
This could be a word, phrase, or number. When you scan, you move your
eyes quickly across a text, looking for the information you need. Scanning is
often used when you only need to find a small amount of information, such
as a name or a date. It is also useful for skimming large amounts of text to
get an overview of the content. There are different types of scanning:
horizontal, vertical, and zigzag. Horizontal scanning involves moving your
eyes from left to right across a line of text. Vertical scanning means moving
your eyes down the page, line by line. Zigzag scanning is a mixture of both
horizontal and vertical scanning, and involve moving your eyes in a zigzag
pattern across the page.
Skimming
• Reading is not a one-size-fits-all activity. Depending on the purpose
for reading, different types of reading techniques may be more
appropriate. For instance, if you are trying to get a general
understanding of a text, skimming may be the best strategy.
Skimming techniques allow you to quickly pick up the main idea of a
text without getting bogged down in the details. These types of
reading can often be used when time is limited and you only need a
general understanding of the material. However, it is important to
note that skimming should not be used when trying to learn new
information or remember complex details. For these purposes, slow,
careful reading is necessary in order to fully process and understand
the text.
• Intensive Reading

• Intensive reading is a type of reading that is done for the purpose of

comprehension or interpretation. It is usually done with reading
material that is challenging, such as novels or plays. Intensive
reading requires active involvement from the reader, who must
carefully read and analyze the text. This type of reading habit is often
used in academic settings, as it can help students to understand and
interpret complex texts.
• In contrast to extensive reading, which is done for the purpose of
pleasure or fluency, intensive reading is focused on understanding
the meaning of the text. As a result, it can be a slower and more
difficult process. However, it can also be very rewarding, as it can
deepen one’s understanding of the text and provide a richer reading
experience.
• Extensive Reading

• Extensive reading is a reading style that allows readers to practice

their skills and improve their fluency. It involves reading large
amounts of text, usually for pleasure, and can be done both inside
and outside of the classroom. Extensive reading can be used to build
vocabulary, improve comprehension, and develop a love of reading.
Especially if you have a shallow understanding of your favourite
books and want to acquire an excellent attention span.
• It is important to select texts that are appropriate for the reader’s
level, as this will ensure that they are able to understand and enjoy
the material. There are many different types of texts available for
extensive reading, including books, magazines, newspapers, and
online articles. By engaging in extensive reading on a regular basis,
readers can improve their language skills and become more
confident in their ability to read English.
• Differences Between Active and Passive Reading
• Types of reading are typically distinguished by the level of reader
engagement with the text. Passive reading, for example, is when a
reader does read the words but comprehends almost nothing of what
is written. This simply means that when a student reads aloud the
words of the text, he or she does not know anything about the text.
Active reading, on the other hand, is when readers interact with the
text as they read, frequently stopping to think about what they have
read and how it connects to prior knowledge. This type of reader
engagement leads to greater comprehension and retention of
information from the text. Hence, it is clear that to improve reading
comprehension, students should be encouraged to adopt these
reading techniques.
The Classification of Reading Skills
Decoding
• Decoding is concerned with the sounds of letters and clusters of
letters, and with the relationship between these sounds and the
meaning of words. It is a relatively slow and effortful process.
This is a system where students learn to read by sounding out
each word. Decodable reading is the most difficult type of
reading, but it leads to the best overall understanding of how
language works.
Vocabulary Range
• When we talk about the range of someone’s vocabulary, we’re
referring to the number and types of words that they know. This
can be estimated by looking at the variety of words that a
person uses in everyday speech, or by administering a formal
test. Vocabulary range is important for reading comprehension
because understanding a text depends on knowing the
meaning of the words used. In general, people with a wider
vocabulary range will find it easier to understand what they
read.
Comprehension Monitoring

Comprehension monitoring refers to a reading mode that adjusts

your reading strategies in order to better understand a text. For
example, a reader might slow down and re-read a particular
passage if he or she is having difficulty understanding it.
Alternatively, a reader might skip over certain parts of the text if
they are not relevant to his or her purpose for reading. In either
case, the goal is to ensure that the reader is able to comprehend
the text as effectively as possible. Comprehension monitoring is
an important reading strategy for all readers, but it is especially
important for those who are reading difficult or challenging texts.
• Language Conventions

Language conventions refer to the correct way of speaking and

writing in a language. They include grammar, punctuation, and
spelling. While some people argue that there are no absolute
rules when it comes to language conventions, they do exist to
help people communicate effectively. Types of reading such as
persuasive and functional texts rely on language conventions to
convey meaning. For example, if a text is written in all capital
letters, it may be seen as shouting. However, if the same text is
written using proper grammar and punctuation, it will be seen as
more professional.
• Attention

Attention is a reading skill that refers to the ability to focus on a

particular stimulus while ignoring other distractions. It is a
necessary component of all types of reading, from simple word
recognition to complex comprehension. Types of attention skills
that are important for reading include phonemic awareness,
phonics, and fluency.
World Knowledge

World Knowledge can be defined as the sum of what is known

about the world. It includes both factual information and
conceptual knowledge. Factual information is primarily acquired
through reading modes, while conceptual knowledge is acquired
through experiences and interactions with the world. The ability to
effectively process text is essential for acquiring new knowledge
and expanding one’s understanding of the world around them.
The importance of reading
1.Reading improves vocabulary
Even as adults, when we read, we come across many new words we
never really heard of. And we learn from this. As you read, you come
across new words, phrases and writing styles.
This is even more so for young people. Children sometimes stumble
over their words, do not know how to pronounce them or what they
mean. By reading, young people encounter new words more
frequently and sometimes repetitively and therefore can see them
better in their context. If you then pay attention to the pronunciation as
a parent, these children will be better prepared for school.
2. Better comprehension

• Kids who are encouraged to read at an early age have better

comprehension of things around them. They develop smart thinking
abilities and are more receptive to creativity and ideas that other kids
their age lack. As a result, they grow up to be a good deal more
intelligent and aware of their surroundings than kids who don’t read.
The more you read, the more imaginative you become. Whenever
you read a fiction book, it takes you another world. In the new world,
your imagination works at its best as you try to see things in your
own mind.
3.Develops critical thinking skills

One of the primary benefits of reading books is its ability to

develop critical thinking skills. For example, reading a mystery
novel sharpens your mind. What elements are there in a story to
make this or that conclusion. Or if a book is non-fiction you will
sometimes ask yourself if the author is right. Critical thinking skills
are crucial when it comes to making important day to day
decisions. Reading requires an individual to think and process
information in a way that watching television can’t. The more you
read, the deeper your understanding becomes about what you’re
reading and its application.
4. Improves memory

Every time you read a book, you have to remember the setting of
the book, the characters, their backgrounds, their history, their
personalities, the sub-plots and so much more. As your brain
learns to remember all this, your memory becomes better. What’s
more, with every new memory you create, you create new
pathways and this strengthens the existing ones.
5. Improves analytical skills

Figuring out how the story was going to end before finishing the
book means you utilized your analytical skills. Reading allows
your thinking skills to become more developed in the sense that
you consider all aspects.
6.Builds confidence

In a world where competition in every walk of life prevails, we

need to build a child’s personality as to have considerable
confidence in themselves. Kids who lack confidence in their early
stages often grow up to be shy, and at times suicidal, since they
develop a victim mentality owing to the lack of confidence in their
own self. They find it hard to face even the smallest of challenges
life throws at them, instead simply giving up. Reading books
sharpens many skills and all together they’ll build confidence.
7.Helps you socialize

We can always share whatever we have read with our family,

friends and colleagues. All this increases our ability to socialize.
Humans are social beings and in the world of smartphones, we
are losing our ability to socialize. However, reading had led to the
formation of book clubs and other forums where we get a chance
to share and interact with others.
8. Broadens horizons

By reading books, you get a glimpse of other cultures and places.

Books expand your horizons, letting you see other countries, other
people and so many other things you have never seen or imagined.
It’s the perfect way to visit a strange country in your mind.
When we open a book while sitting in the comfort of our rooms, like
time travelling, we transport our imaginations to a world purely based
on the imaginations of the author. We learn about everything they
wants u to know, see the world through their eyes and their
perspective, learn about new people, discover their traditions, cultures
and all that makes them unique and unforgettable.
9.Improves writing skills

Reading a well-written book affects your ability to become a

better writer. Just like artists influence others, so do writers. Many
successful authors gained their expertise by reading the works of
others.
Kids who learn to read also tend to develop better writing skills.
The reason: they have been introduced to a world where words
are their main weapon and they are free to shoot out. Literally!
Parents must try to develop an interest for writing. Kids with good
writing skills don’t fall victim to cramming and can express
themselves more candidly through their words.
10. Improves focus and concentration

In our internet-crazed world, attention is drawn in a million different

directions at once as we multi-task through every day. In a single 5-minute
span, the average person will divide their time between working on a task,
checking email, chatting with a couple of people (via gchat, skype, etc.),
keeping an eye on twitter, monitoring their smartphone, and interacting with
co-workers. This type of ADD-like behavior causes stress levels to rise, and
lowers our productivity. When you read a book, all of your attention is
focused on the story—the rest of the world just falls away, and you can
immerse yourself in every fine detail you’re absorbing. Try reading for 15-20
minutes before work (i.e. on your morning commute, if you take public
transit), and you’ll be surprised at how much more focused you are once you
get to the office or school.
11. Makes you more empathetic

According to studies, losing yourself in books, especially fiction,

might increase your empathy. In a study conducted in the
Netherlands, researchers showed that people who were
“emotionally transported” by a work of fiction experienced a boost
in empathy. By reading a book, you become part of the story and
feel the pain and other emotions of the characters. This in turn
allows your mind to become more aware of how different things
affect other people. Eventually, this improves your ability to
emphasize with other people.
12. It develops emotions

When you read a book, you are on the receiving end of knowledge. The
sender, the writer is delivering a message, imparting something of value, a
fact, an opinion, a view or at the very least an emotion. They are inviting you
into their own psyche and hoping that you will care enough to listen and
respond to it.
So it won’t be wrong to say that reading actually flexes emotions. It builds a
connection between the reader and the writer you have never met or known
before. Even if you disagree with what they are delivering, you get to know
them, and you connect to them on an emotional level.
13. Readers are leaders

Although not definitively proved, but almost all great leaders were
readers. One reason they are respected and known for their
wisdom is because they develop a healthy reading habit. For
centuries, reading has been the source of inspiration, growth and
new ideas. It is a valuable investment in one’s own personality
with uncountable and long-lasting benefits. If you want your child
to become one, you need to encourage him to read. It will keep
his mind healthy and productive. Only then they will be able to
impact the world in a better way.
14. Learn at your own pace

Another benefit of reading a book is that you learn at your own

pace. Since you have the book all the time, you can always go
back to a section you feel you don’t understand. You can re-read
a chapter as many times as you wish, without worry that you will
miss out a section. If it’s a self-help book, you can tackle one
issue at a time. Once you handle one problem, then you can
move to the next issue whenever you feel you’re ready.
Everything is done at your own pace and most importantly, your
mind is free to interpret things the way you feel.
15. Enhancing One’s Imagination

• Reading is just like a spider web, linking things you know to

things you just learn and creating innovative solutions. You work
on your dreams when you start imagining them. Imagination
also allows an individual to be empathetic toward people and
their struggles.
16.Promoting Positive Sleeping

Books are perfect company at night before you doze off because
it allows your body muscles to relax and your mind to destress. It
is known that one can have a sound sleep when one’s brain is
happy and one is comfortable in their own space. However, it is
preferable to grab a printed book than any gadget before you
settle in for some dreams.
What is Reading Comprehension?

Comprehension refers to the ability to understand written words. It is

different from the ability to recognize words. Recognizing words on a
page but not knowing what they mean does not fulfill the purpose or
goal of reading, which is comprehension. Imagine, for example, that a
teacher gives a child a passage to read. The child can read the entire
passage, but he or she knows nothing when asked to explain what
was read. Comprehension adds meaning to what is read. Reading
comprehension occurs when words on a page are not just mere words
but thoughts and ideas. Comprehension makes reading enjoyable,
fun, and informative. It is needed to succeed in school, work, and life
in general.
Comprehension Strategies
• Predicting

• This strategy involves asking children to make informed predictions based on

what they obtain from the story or text. Predictions require asking children to
make guesses about what might happen. Predictions are made based on what
they see, hear, or read relative to the book’s cover, title, pictures, drawing, table
of content, and headings.
• When asked a question, such as “What do you think this book will be about?” or
“What do you think will happen to/if …?,” children make predictions or guesses
when answering. Predicting builds interest and understanding of the text, and it
establishes a purpose for reading. This strategy keeps children actively engaged
by connecting, reflecting, and revising their predictions.
• Making Connections to Prior Knowledge

Making connections to prior knowledge involves connecting a new

idea to knowledge and experiences already known. It requires getting
children to relate their own experiences to something in the story. The
goal is to get children to use their prior knowledge to help make sense
of the text they read. Prior knowledge can include their experiences or
knowledge of words, places, animals, or events. For example, the
children know the word “bones” because of a previous discussion on
bones because of a classmate’s broken arm. When they read a new
word, such as “skeleton”, their prior knowledge of bones will be used
to help them understand the new term.
• Visualizing
Visualizing is also a strategy used to increase reading comprehension. It requires getting
children to create in their minds a mental image of what they read from the text. Children
can mentally envision what they are reading. The mental image helps children understand,
recall details, remember, and draw conclusions from the things they encountered while
reading. For example, ask children to make a drawing based on what they read. Also, while
reading a passage to children, ask them to close their eyes and listen. Ask them to create a
movie in their mind of what the words are describing.

• Summarizing
This strategy involves getting children, when reading, to identify the main idea in the text
and putting the idea into their own words. Children must sort through the information to
determine what information is important and what is unimportant. They take the most
important information and put it in their own words and use as few words as possible to
explain the text. This strategy is not to be applied only at the end of the story. Instead,
children should be taught to summarize throughout the story.
Reading for Understanding: The SQW3R
Method
S = Survey

Before you start to read, survey the material to gain an overview of the contents.
Look through the whole reading/ chapter to preview it. Approach it by scanning:
• title(s) and subheadings
• summaries or abstracts
• the introduction and conclusion
• visual materials (pictures, charts, graphs or tables) and their captions
• the first and last sentences in paragraphs
• the conclusion
• any focus questions
Q = Question

Your reading will be more memorable if you question the material.

As you are surveying, note down your questions. Writing down questions keeps you alert and focused on your work.
1. Ask yourself:
• What is this chapter/ article about?
• What did my lecturer/ tutor say about this chapter or subject?
• What do I already know about this subject?
• How does this reading relate to what I already know/ have read?
2. Devise questions that will guide your reading:
• Think about specific questions for which you need to, or would like to, find answers.
• Read any focus questions at the end of the reading.
• Turn the title, headings and subheadings into questions. For example, if the heading is Qualitative and Quantitative
Research, your question might be: ‘What is the difference between these two types of research?’
3. Make a list of your questions for consideration. You will use them during review to help you remember what you
have read.
R1 = Read

Be prepared to READ material twice.

First, read without making notes:
• 1. Decrease your pace and read actively. Active reading requires concentration, so take your time
and find a quiet place where you can read and focus.
• 2. As you read, look for answers to the questions you noted down earlier.
• 3. Question the author’s reasoning. Is each point justified? Is there enough evidence? What is the
evidence?
• 4. Compare diagrams and illustrations with the written text. Often you will understand more from
them.
• 5. Make sure you understand what you are reading. Reduce your reading speed for difficult
passages. Stop and reread parts which are not clear.
• 6. If you have difficulty understanding a text, look up difficult words in the dictionary or glossary of
terms and reread. If the meaning of a word or passage still evades you, leave it and read on.
Perhaps after more reading you will find it more accessible and the meaning will become clear.
Speak to your tutor if your difficulty continues.
W • (Read) + Write

On your second reading, begin to take notes:

1. Take notes from the text, but write information in your own words.
2. Read one section at a time (a section might be divided up by headings or subheadings).
3. After you read a section, try to sum up the main point in one sentence.
4. Note down the main idea(s) of each paragraph in a section. They are often found in the
first or last sentence.
5. Examples and illustrations can further your understanding and be good cues for memory.
Look for important details (supporting evidence, written illustrations of points, provisions or
alternatives).
6. In your notes, underline or highlight the important points. This will be useful for later
review.
7. Refer to the list of questions you made earlier and try to answer them.
R2 = Recall

RECALL straight after you finish taking notes.

You should have an outline of the reading in note form. You should now try to recall
and write your thinking about what you have read.
1. Close the book and cover your notes.
2. Make notes of what you remember about the main thesis and points of the
reading.
3. Check their accuracy against the notes you made during your reading.
4. Return to the reading. Read one section at a time and try to recall what you have
read. If you were unable to recall one of the major points, then reread that section
of the reading to clarify it further.
5. It can also be helpful to RECITE ideas aloud to help you remember. Sum up the
main points verbally—reciting can help you put ideas into your own words.
R3 = Review

Now REVIEW what you have read.

At the end of your study period:
Check the accuracy of your notes against the original material (if you have
underlined the main points, this should be simple). This is an important part of the
process because it can really help you clarify and remember what you have read.
The next day:
1. Read through your notes to reacquaint yourself with the main thesis and key
points.
2. Now read through the questions you noted down and try to answer them from
memory.
3. Try doing the same thing after a few days.
PARAGRAPH UNITY AND COHERENCE

Paragraphs should have both coherence and unity. A paragraph with unity develops a single
idea thoroughly and links it to the rest of the paper. Paragraph coherence is achieved when
sentences are ordered in a logical manner and when clear transitions link sentences.
• Paragraph unity: Develop a paragraph around a major idea.
• Express this idea in the topic sentence. Make the relationship between the main idea of
the paragraph and the thesis of the paper clear.
• Don’t assume that the reader will “get it.” Spell it out for him/her. Support the main idea of
the paragraph with details.
• Create separate paragraphs for those details that explore your topic from different
perspectives.
• Eliminate sentences that do not support the main idea. Alternately, you may revise the
main idea to include those sentences.
• Look at the following examples from a paper that has the thesis: “Despite the amount of
foreign aid pouring in, social conditions in Zeeland remain bleak because the aid is used
for military purposes.”
• Example 1 (without unity) Robert Bee wrote, “The Zeeland massacre illustrates the need
for greater control and vigilance.” This is related to the thesis. Some 20,000 people
disappeared from the villages. Financial mishandling can lead to great misfortune.
Corruption in the government was exposed repeatedly to no avail. A police force, under
orders to eliminate suspected terrorists, grabbed political dissidents and their families.
Paragraph coherence:

• Decide on an order for your sentences that will best develop the paragraph’s
main idea.
• Your supporting sentences are raw materials. They will not make sense to a
reader unless they are put in order.
• This order could be based on several factors: Chronological sequence.
• This is useful for describing a sequence of events. Modified chronology.
Sometimes a major idea presented early in a paragraph can be supplemented
with necessary background information.
• Spatial position of different objects.
• This method is useful for description.
• ‘Conversation’ between different experts. By moving between a series of key
positions, a writer can establish a sense of dialogue and develop a complex
argument. Logical form of argument.
• Some form of logical proof, like a syllogism, can serve as the basis for order.
• Examples (transitions in bold): 1) Chronological sequence Topic
sentence: Our journey was filled with misfortune and luck. After
the car broke, we had to walk several miles. Having eaten little
for lunch, we were soon wearied. While we wanted to continue
toward town, we had to rest. It was at that moment that a
trucker offered us a ride.
Unity

Unity refers to the extent to which all of the ideas contained within a
given paragraph "hang together" in a way that is easy for the reader
to understand. When the writer changes to a new idea –
one which is not consistent with the topic sentence of the paragraph
–
the writer should begin a new paragraph.
Unity is important because it aids the reader in following along with
the writer's ideas.
The reader can expect that a given paragraph will deal only with one
main topic;
when a new paragraph begins, this signals that the writer is moving
on to a new topic.
• Coherence
• Coherence refers to the extent to which the flow of ideas in a paragraph is easily understood by the
reader. For this reason, coherence is closely related to unity. When a writer changes main ideas or
topics within a paragraph, confusion often results. To achieve coherence, then, a writer should show
how all of the ideas contained in a paragraph are relevant to the main topic.
• Consider the example below. In this paragraph, the writer begins with the topic of job-skills courses,
but veers off onto the topic of algebra and history before returning to the subject of courses on
employment. As a result, the paragraph is disjointed and difficult to understand.

• Example
• "Schools should offer courses to help students with the problems of unemployment. Such a course
might begin with a discussion of where to find employment, then cover resume writing and
interviewing. Algebra and history don't help students with real-world needs. They are required
courses that students aren't interested in, and this is frustrating for students who would rather learn
about other subjects. If schools offered job-skills courses, students would be well prepared for the
difficult task of finding a job once they finish school."
Emphasis

A well-written paragraph emphasizes what is most important in

the paragraph while also highlighting the paragraph’s internal
structure. For example, when we place a clear topic sentence as
the opening sentence of a paragraph, it immediately emphasizes
the paragraph’s main point.
• Paragraph Exercise

Which is the Best Topic Sentence?: (Teaches: Unity / Emphasis) Students

are shown a group of sentences in paragraph form or as a list, along with a
separate list of possible topic sentences. Students are asked, “Which
sentence can be used as the topic sentence for this group of sentences?”
(TWAC Note: Once again, teachers can use a textbook paragraph simply by
removing the author’s topic sentence and by writing a couple of sentences
that don’t work quite as well. Another version of this exercise that teachers
can do with their students across the curriculum is to remove a topic
sentence from a textbook paragraph and have their students write their own
topic sentence for the paragraph and compare them to the author’s original.)