Kinds
of Reading
Overview:
Several
types of reading may occur in a language classroom. One way in which these may
be categorized , as suggested by Brown (1989) can be outlined as follows:
A.
Oral
i.
Independent Reading
ii.
Public Reading
iii.
Guided Reading
iv.
Shared Reading
B.
Silent Reading
i.
Intensive Reading
a.
Linguistic
b.
Content
C.
Extensive Reading
i.
Skimming
ii.
Scanning
iii.
Global
The
first distinction that can be made is whether the reading is oral or silent. Within
the category of silent reading, one encounters intensive and extensive
reading. Intensive reading is used to
teach or practice specific reading strategies or skills. The text is treated as
an end in itself. Extensive reading on
the other hand, involves reading of
large quantities of material, directly and fluently. It is treated as a means to an end. It may
include reading simply for pleasure or reading technical, scientific or
professional material. This later type of text, more academic, may involve two
specific types of reading, scanning for key details or skimming for the essential meaning. A relatively quick and efficient read,
either on its own or after scanning or skimming, will give a global or general
meaning.
On
the other hand, oral reading can be subdivided into approaches or technique of
implementation. Independent reading is reader-dependent in terms of
comprehension, public reading is about disseminating information, guided
reading is an approach for level learning and shared reading is intended for
common understanding, entertainment and learning.
I.
Oral
Reading
In general,
oral reading is the act of reading aloud intended to develop and test the
reading competencies, to make information common to general understanding, and
to guide learners in their quest for knowledge. This can be categorized
according to its intention and purposes.
A. Independent Reading - Students read
silently by themselves and at their own pace (Taylor, 1993). The selections must be at students' reading
level in order for them to comprehend what they're reading.
B. Reading Aloud to Students - Teachers
use the interactive read-aloud procedure to share selections that are
appropriate for students' interest level but too difficult for them to read by
themselves (Barrentine, 1996).
C. Guided Reading - Teachers scaffold
students' reading to teach reading strategies (Fountas & Pinnell, 1996, 2001). Guided reading is conducted with small groups
of students who read at the same level.
D. Shared Reading - Students follow along
as the teacher reads a selection aloud (Fisher
& Medvic, 2000). Primary-grade
teachers often use big books-enlarged versions of the selection-for shared
reading (Holdaway, 1979).
II.
Silent
Reading
Silent reading is
reading without pronouncing words out loud. It is reading to oneself where
thoughts are absorbed immediately from the test. In motion, silent readers
simply interpret the material through a series of eye sweeps where the meanings
of the words are most important.
A. Intensive Reading - Brown (1989)
explains that intensive reading "calls attention to grammatical forms,
discourse markers, and other surface structure details for the purpose of
understanding literal meaning, implications, rhetorical relationships, and the
like." He draws an analogy to intensive reading as a "zoom lens"
strategy . On the other hand, Long and Richards (1987) say it is a
"detailed in-class" analysis, led by the teacher, of vocabulary and
grammar points, in a short passage."
Characteristics
·
usually classroom based
·
reader is intensely involved in looking inside the text
·
students focus on linguistic or semantic details
of a reading
·
students focus on surface structure details such
as grammar and discourse markers
·
students identify key vocabulary
·
students may draw pictures to aid them (such as
in problem solving)
·
texts are read carefully and thoroughly, again
and again
·
aim is to build more language knowledge rather
than simply practice the skill of reading
·
seen more commonly than extensive reading in
classrooms
When it is used
·
when the objective of reading is to achieve full
understanding of:
-
logical argument
-
rhetorical pattern of text
-
emotional, symbolic or social attitudes and
purposes of the author
-
linguistic means to an end
·
for study of content material that are difficult
B. Extensive Reading - Brown (1989)
explains that extensive reading is carried out "to achieve a general
understanding of a text."Long and Richards (1971, p.216) identify
extensive reading as "occurring when students read large amounts of high
interest material, usually out of class, concentrating on meaning,
"reading for gist" and skipping unknown words." Harold Palmer
(1917) in Britain and Michael West (1926) in India were the first to pioneer
the theory of extensive reading as an approach to foreign language teaching and
to reading, in particular. Palmer chose the term "extensive reading"
to distinguish it from "intensive reading".
Characteristics
·
Students read as much as possible.
·
A variety of materials on a range of topics is
available.
·
Students select what they want to read .
·
The purposes of reading are usually related to
pleasure, information and general understanding.
·
Reading is its own reward.
·
Reading materials are well within the linguistic
competence of the students in terms of vocabulary and grammar.
·
Reading is individual and silent.
·
Reading speed is usually faster than slower.
·
Teachers orient students to the goals of the
program.
·
The teacher is a role model of a reader for the
students.
When
it is used
·
An Extensive Reading program may be combined
with writing or combined with speaking practice in a meaningful way (such as
when students discuss with each other the books they have been reading.
·
Broughton (1978) suggested that "It is by pursuing the activity of
extensive reading that the volume of practice necessary to achieve rapid and
efficient reading can be achieved."
·
Krashen (1993a) suggested that the benefits of
free voluntary reading included "enhanced language acquisition and
literacy development, more ideas and information, greater success in life, loss
of verbal memory, and more fun."
1. Scanning
Scanning is a quick reading, focusing on
locating specific information. Scanning involves quick eye movements, not
necessarily linear in fashion, in which the eyes wander until the reader finds
the piece of information needed. Scanning is used when a specific piece of
information is required, such as a name, date, symbol, formula, or phrase, is required. The reader
knows what the item looks like and so, knows when he has located what he was searching for. It is assumed
then, that very little information is processed into long-term memory or even for immediate understanding because
the objective is simply matching.
When
it is used
·
Scanning is used often with technical,
scientific or professional materials to locate specific information.
·
Scanning is a valuable skill for second language
learners to develop because often they do not require a detailed read of a
text. There are many everyday uses for scanning, relevant to a purpose, such as
reading a schedule.
2. Skimming
Skimming is a quick reading to:
- to know the general meaning of a
passage
- to know how the passage is
organized, that is, the structure of the
text - to get an idea of
the intention of the writer
Skimming is a more complex task than
scanning because it requires the reader to organize and remember some of the
information given by the author, not just to locate it. Skimming is a tool in
which the author's sequence can be observed, unlike scanning in which some
predetermined information is sought after.
When
it is used
·
Skimming is used when reading some some general
question in mind.
·
Skimming is used in making decisions on how to
approach a text such as when determining
if a careful reading is deserving.
·
Skimming is used to build student confidence and
an understanding that it is possible to gain meaning without reading every word
in a text.
·
Skimming is used as part of the SQ3R method of
reading, often for speed reading. This method
involves the student in surveying, questioning, reading, reviewing and
reciting. Skimming is used for the initial survey and for review.
·
Skimming is a skill that a student may want to develop if they are
planning to continue with academic studies. It
is often used in reviewing for a test.
Types of Reading
Program
I.
Process
Based: Basal Reading Program (Content-Based Instruction or CBI)
Basal reading program by Chall and
Squire was propagated in the 1980’s from the American teaching approach that
was introduced in the country. In the process, it is the integration of
particular underlying principle that successful language learning occurs when
student are presented with target language materials in a meaningful,
contextualized form, with the primary focus on acquiring information and
knowledge.
Content can refer to academic content or
content in terms of cultural themes. This serves as the organizing principle:
its structure, vocabulary, and functions
are selected by the teacher that are both necessary for the content ad
that are compatible with it. This contextualizes language learning for students
and focuses the learner’s attention primarily on meaning.
CBI focuses generally on the following:
A.
Vocabulary development that includes phonemics
B.
Fluency both in oral and silent
C.
Comprehension using context clues
D.
Intensive and Extensive Reading
E.
Comprehension Development
1.
Pre-Reading Plan
2.
Previewing
3.
Anticipation Guide
4.
Question-Answer Relationships
5.
Reciprocal Questioning
II.
Process
Based: Literature-Based Program
LBP is characterized by the use of
authentic, engaging literature with limited systematic instruction, especially
related to word reading.
The program includes:
1.
teacher- or commercially-developed materials
2.
student-initiated activities
3.
whole class instruction
4.
leveled books
The program features:
1.
guided reading
2.
shared reading
3.
interactive reading
4.
uninterrupted reading
III.
Approach-Based:
Comprehensive Reading
Comprehensive reading aims to provide
complete instruction in the core components of reading.
IV.
Approach-Based:
Supplemental Reading
This program’s objective is provide
additional instruction in one or more areas of reading.
V.
Approach-Based:
Intervention Reading
In case of outlying performers, this
program is designed to provide additional instruction to students performing
below expected level.
VI.
Intensive
Reading: ‘Narrow’ Reading Program
This involves students reading
selections by the same author or several texts about the same topic. When this
occurs, content and grammatical structures repeat themselves and students
get many opportunities to understand the
meanings of the text. The success of
"Narrow Reading" on improving reading comprehension is based
on the premise that the more familiar the reader is with the text, either due
to the subject matter or having read other works by the same author, the more
comprehension is promoted.
Uses:
·
usually very short texts - not more than 500
words in length
·
chosen for level of difficulty and usually, by
the teacher
·
chosen to provide the types of reading and
skills that the teacher wants to cover in the course
VII.
Extensive
Reading Course
On this program, students work with a
class set of books, individual reading of material, of their own choice, with
follow-up activities such as reading logs, reading journals, book reports or
projects.
Uses:
·
Graded Readers
·
Texts on the same topic
·
Periodicals
·
Internet resources
·
Stories and articles chosen by the teacher
