l  Intensive Reading & Extensive Reading

Definitions:

Ø   Extensive Reading:

It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.

And I think in Extensive reading you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.

Ø   Intensive Reading:

The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.

And I think in Intensive reading you read with concentration and great care in order to understand exactly the meaning of what you read.

To sum up, Palmer (1964) also concludes that both types of the reading are important because the main goal of reading is to comprehend the printed pages.

l   Classroom Reading Techniques and tasks

n   Activate prior knowledge

n   Discuss about the topic to trigger the interest and motivation

n   Relate personal experience to the text

n   Familiarize yourself with the vocabulary relevant with the topic

n   Use pictures/ illustrations to help arouse and flourish imagination

n   Set questions relating to increase curiosity and willingness to read.

n   Scanning for particular or specific ideas/ answers to particular questions

n   Skimming for general ideas and central ideas

n   Gather information: who, what, when, where, which, why, how?

n   Predict and guess: what do you think will happen next?

n   Suppose: If you were him/her, would you …? What would you do?

n   Guess the title

n   Word study: Synonym, Antonym, Prefix, Suffix, categorizing, class

n   Reading report

n   Summary

n   Match ideas with sentences …T/F

n   Fill in the Blank

n   Chart…..

The following strategies can help you with reading. Please classify them on the basis of pre-reading, while-reading, and post- reading. Put tick (Ö) 1. pre-reading 2. while-reading 3. while-reading

1. Reading the topic or heading of the passage.	1  2  3
2. Looking at the illustrations and pictures given in the texts.	1  2  3
3. Reading the every first sentence of each paragraph in texts.	1  2  3
4. Asking yourself how the given texts are related to what you have already known.	1  2  3
5. Trying to think about the reason why you are reading the text.	1  2  3
6. Asking yourself and try to understand what the purpose of the text the writer conveys?	1  2  3
7. Changing the predictions slightly in order for the better comprehension.	1  2  3
8. Linking your prior knowledge or knowledge of the world with your reading for the better comprehension of the texts.	1  2  3
9. Checking the predictions about the texts while reading.	1  2  3
10. Practicing the skills and strategies you have been using during your reading for future or further reading.	1  2  3
11. Applying the knowledge of the texts you read in your daily activities.	1  2  3
12. Skipping the words you do not know the meaning in the texts and keep reading.	1  2  3
13. Breaking the sentences into smaller units, phrases, and individual words for your understanding of the passage.	1  2  3
14. Read repeatedly aloud or silently and try to understand every word to help you to understand the ideas in the texts.	1  2  3
15. Taking notes and having the important words and ideas underlined.	1  2  3
16. Translating the passage read into your own language.	1  2  3
17. Finding out the word parts to reason the meaning in the texts. For example: postwar → post (after) + war.	1  2  3
18. Reading the questions before reading the texts.	1  2  3
19. Reading the conclusion before reading the texts.	1  2  3
20. Going back to read some parts of the texts of that you are not sure.	1  2  3
21. Writing the summary of the text.	1  2  3
22. Using skimming and scanning to extract both relevant ideas and main ideas.	1  2  3
23. Using the inner structure of the vocabulary and sentence structure to help you understand the texts.	1  2  3
24. Reading the passage and trying to make predictions about what the passages are about?	1  2  3
25. Predicting what is going to be about in the next.	1  2  3
26. Referring to either a bilingual or a monolingual dictionary for the meaning when you do not know the words.	1  2  3
27. Guessing unfamiliar words from the clues in the texts for better comprehension.	1  2  3
28. Putting down the new words and phrases on your vocabulary index cards.	1  2  3
29. Discussing with your friends, classmates, and teachers about what your thoughts are.	1  2  3
30. Giving yourself a reward.	1  2  3
31. When you do not comprehend the text read, telling yourself not to give up and continue reading.	1  2  3
32. Drawing tree map or bubble map to help you organize the information.	1  2  3
33. Using what you have learnt to facilitate your other English skills.	1  2  3
34. Having the news words or phrases grouped according their types.	1  2  3
35. Associating words you read with your existing language knowledge when you do not know the words.	1  2  3
36. Stopping to listen to the music to lower your anxiety for the better productive comprehension when you have difficulty in reading comprehension.	1  2  3
37. Cooperating with successful readers rather than with less successful readers when you do not comprehend the text read totally.	1  2  3
38. Confirming what you have read with friends, classmates, and teachers.	1  2  3
39. Note which date you will read it again after finish reading.	1  2  3