Study Skills _ Chapter 4_ Reading for Study.pdf

It discusses about the reading skills, strategies, techniques, and methods for better studying.

1. یمحرلا نحمرلا الله مسب
Unit 2
Reading for Study
Study Skills
Instructor: Murtaza Malekzada, M. Ed.

2. OUTLINE
TODAY, WE WILL BE COVERING THE FOLLOWINGS :
Pre-teaching
AskingaboutPreviousHomeworkandLesson
Duringteaching-NewLesson
ReadingforStudy
ScanningandSkimming
ExtensiveandIntensiveReadings:
Activities/tasks(ByStudents)
Conclusion(ByInstructor)
Post-teaching
Homework/assignments

3. Pre-teaching
AskingaboutPreviousHomeworkandLesson
1.Can you remind me what we covered in last week's lesson?"
2.What did you all think about the homework from last time?
SpecificFocus:
3.Who can summarize the main points from our last discussion on Learning
to learn?
4.Did everyone complete the reading assignment on Unit 1? What were your
thoughts?

4. Name things you have
read during the last few
days.

5. WHAT IS READING?
Murtaza Malekzada, M. Ed. TESOL

6. WHAT IS READING?
Readingistheprocessoflookingatwrittensymbols(letters,
words,andsentences)andunderstandingtheirmeaning.
Theabilitytosuccessfullygeneratemeaningfromthetext.
Readingcanbesilent(inyourmind)oraloud(withyourvoice).
Reading=seeingwrittenwords+understandingthem.

7. CAN YOU READ THIS?
IcdnuoltblveieethatIcluodaulacltyuesdnatnrdwhatIwasrdanieg.The
phaonmnealpweorofthehmuanmnid,aoccdrnigtoarscheearchat
CmabrigdeUinervtisy,itdseno'tmtaetrinwhatoerdrtheltteresinaword
are,theolnyiproamtnttihngisthatthefrsitandlastltteerbeintherghit
pclae.Thersetcanbeataotlmsesandyoucanstillraeditwhotuita
pboerlm.Thisisbcuseaethehuamnmniddeosnotraederveylteterby
istlef,butthewordasawlohe.Azanmighuh?YaehandIawlyastghuhot
slpelingwasipmorantt!Ifyoucanraedthisforwrad.

8. NOW ANSWER THE QUESTION
Whyareyoureading?

9. PURPOSES OF READING
Toobtaininformation.(newspapers,reports,ortextbookstolearnfacts.)
Tolearn.(studyingatextbook(deepunderstanding).
Tofollowinstructionstoperformsometask.
Forpleasure,amusementandpersonalenjoyment.(Readingastory,novel,orpoem.)
Tokeepintouchwithfriendsandcolleagues.
Topracticelanguage
•Reading is a way to improve vocabulary, grammar, and writing skills.
•Example: English learners read short stories to learn new words.
To think critically
•Reading allows us to analyze, question, and compare ideas.
•Example: Reading two articles and deciding which one has stronger arguments.

10. WHAT HAPPENS WHEN YOU READ?
Basically, the underlying meaning of a text or intention of the author is transferred. It means that the main
message or purpose of a text is communicated from the author to the reader
Ask yourself:
1-Is it to remembering factual information? To learn facts and details Surface –level Reading
Example: Students read to remember facts, names, dates, numbers
2-Is it to gather information and understand a particulartheoretical perspective for an assignment?
Example: Reading a journal article to understand the writing process for your essay.
3-Is it to build up an overview of the work of different authors? Deep Reading
Example: Reading several research articles about climate change to understand different viewpointsand
summarize the overall trends
Surface
Deep

11. WHAT HAPPENS WHEN YOU READ?
Surface approach
Memorizing the facts without understanding the significance of what has
been learned.
It is like ‘looking at the map quickly to see where you are.’
Deep approach
Understanding the principles, the connections between them, and the
assumptions that underpin the material.
It is like ‘walking through the city to know every street and place.’

12. WAYS OF READING
READING
Scanning
Skimming
Detailed
Background

13. THE TYPES OF READING SKILL
Extensive Reading:Reading for pleasure or general understanding,
often focusing on fluency.
Example: novel, stories
Intensive Reading:Reading for detailed comprehension, it involves
close reading that aims at the accuracy of comprehension. Here, the
reader has to understand the meaning of each and every word.
Example: reading textbook

14. WHAT HAPPENS WHEN YOU READ?
Inextensivereading,theteacherencouragesstudentstochoose
forthemselveswhattheyreadandtodosopleasureandgeneral
languageimprovement.
Itisimportantforthedevelopmentofstudents'wordrecognition
andfortheirimprovementasreadersoverall.

15. SCANNING: FOR A SPECIFIC FOCUS
Scanning(more than
700 wpm)
Itisavisualskill
morethaninterpretive
one.“Readers”look
quicklythroughatext
tofindwords(shapes)
whichmatchamental
templateofwhatthey
areseeking.
Whenyou’relookingupyournameinalucky
drawresultlistinthenewspaper.
When you're looking up a name in the phone
book

16. SKIMMING: FOR GETTING THE GIST OF
SOMETHING
Skimming(400–700
wpm)
It involves looking
through a text quickly
to derive the gist of
something. It involves
a degree of inference
and interpretation.
When you're going through a newspaper or
magazine in the morning: you read quickly to
get the main points, and skip over the detail.
Then you rush to your work.
Use skimming when you're trying to decide
if a book in the library or bookshop is right
for you.

17. WHAT HAPPENS WHEN YOU READ?
Skimming: Going through the text to grasp the main idea.
Examples: reading magazines or newspapers.
Scanning: Moving your eyes across the text to find a particular piece of information.
Example: looking for a phone number.
Intensive Reading: It involves close reading that aims at the accuracy of comprehension.
Here, the reader has to understand the meaning of each and every word.
Example: reading textbook
Extensive reading: Extensive reading lays more emphasis on fluency and less on accuracy.
Example: novel, stories

18. GROUP WORK
Instruction
You will be divided into 6 groups.
Each group will read different pages.
Work together: discuss, help, and understand the text.
The T will observe, guide, and supportduring your work.
At the end, the T will choose one representativefrom each group to explain in front
of the class.
Be ready because anyone in the group may be chosen!

19. WAYS OF READING
Detailed
SQ3R
Survey
Question
ReadRecall
Review

20. WAYS OF READING
What is SQ3R?
SQ3R is a reading and study strategy that helps students understand, remember, and
use information from textbooks or academic articles.
It stands for:
S –Survey
Q –Question
R –Read
R –Recite (or Recall)
R –Review
It is especially helpful for university students who struggle with long readings in English.

21. WAYS OF READING
SQ3R = Survey→Question →Read →Recite→Review
Helps gather information and get a general impression of the material.
Before you read, do not start from the first line and continue like a storybook. Instead,
look at the title, headings, subheadings, bold words, pictures, tables, and the summary.
Think of it like walking around a new bazaar in Kabul before you buy anything; you just
look around first.
Example:Suppose the chapter is Writing a Thesis Statement. Students look at:
The title: Thesis Statement
Subheadings: What is a Thesis Statement?, Qualities of a Good Thesis Statement,
Examples of Weak vs. Strong Thesis Statements

22. WAYS OF READING
SQ3R = Survey →Question→Read →Recite→Review
Now, make questions from the headings. Turn the title or subheadings into
questions. This prepares your brain to look for answers while reading -ask who,
what, when, where, why, how.
Example
•Heading: Thesis Statement? Question: What does a thesis statement do in
an essay?
•Heading: Weak vs. Strong Thesis Statements Question: How can I change
a weak thesis into a strong one?

23. WAYS OF READING
SQ3R = Survey →Question →Read→Recite→Review
Now, read carefully to find the answers to your questions. Do not just read like a story;
read like a detective searching for information.
Read the whole chapter
After reading the whole, divide into smaller sections and re-read
Example-From the section Qualities of a Good Thesis Statement, students may find:
It is clear and specific.
It answers the essay question.
It expresses one main idea.

24. WAYS OF READING
SQ3R = Survey →Question →Read →Recite →Review
Close your book, and say the main points in your own words. If you can explain it, you
have learned it. If not, go back and read again.
Make sure you know what the section is about
Once understood, make notes in your own words
Make sure your notes are not too detailed
Example:
A student might say:
<<A thesis statement is the main idea of an essay. It should be clear,
specific, and answer the essay question. A weak thesis is too general,
but a strong thesis is focused.>>

25. WAYS OF READING
SQ3R = Survey →Question →Read →Recite →Review
After completing the whole chapter or book, go back and review your notes and questions
Check if you can still answer all of your questions
Are you able to make sense of your notes?
Review before your next writing assignment or exam. This will keep the ideas fresh in your
mind
If you cannot answer the questions, look back and refresh your information.
Example: Before writing their own essays, students review:
Question: What makes a thesis strong?
Answer: It is specific, focused, and answers the essay question.

26. WHICH TECHNIQUE? (P. 78)
we do not read every book or article in the same way.
It depends on why we are reading. For example, if you are preparing your academic
writing essay about the challenges of Afghan students in learning English writing, you
may:
Skimthe article quickly to see what itis about.
Scanto find one specific statistic, like ‘80% of students struggle with essay structure.’
Read intensively one author’s argument about why students make grammar
mistakes.
Read extensively across many sources to build a wider picture.
So, the technique you choose depends on your purpose.

27. SELECTING READING MATERIAL (P. 78)
Studentsoftenfeeltheymustreadeverything,butthatwastestime.
Beselective:choosematerialrelevanttoyourassignment,essay,orexamprep.
Forexample,ifyourtopicis‘WhyAfghanuniversitystudentsfind
academicwritingdifficult’,youdonotneedtoreadeverybookon
Englishlanguageteaching.Selectafewkeyarticlesthattalkaboutwriting
skillsandchallengesinhighereducation.

28. SELECTING READING MATERIAL (P. 78)
Now, how do you quickly decide if a book is useful or not?
Do not read the whole book first
you can check these parts:
Title: The title tells you the subject. If it says ‘Developing Writing Skills in ESL
Students’,you know it is relevant. If the author is an expert in education, that
is a good sign.
Index: At the back of the book, you’ll find an alphabetical list of topics. You
can scan for keywordslike ‘academic writing’, ‘grammar’, or ‘plagiarism’.
Contents page: Shows the chapter titles. If you see a chapter called
‘Common Writing Problems’, you know that’s worth reading.

29. SELECTING READING MATERIAL (P. 78)
Now, how do you quickly decide if a book is useful or not?
Do not read the whole book first
you can check these parts:
Introduction: Usually explains what the book is about and who it is for.
Publisher’s comments: On the back cover or inside flap, gives a short summary.
Helpful for quick decisions.
Bibliography / References: Shows which other books and articles the author used.
This helps you find more useful sources.
Skim through the book: Do not read line by line. Flip through, look at headings,
subheadings, diagrams, or summaries. This gives you the overall picture.

30. OTHER USEFUL TECHNIQUES(P. 81)
1.Readers
2.Summaries
3.Discussion

31. OTHER USEFUL TECHNIQUES(P. 81)
1.Readers
It is one single book
But inside, it contains different readings (chapters, essays, or extracts), and
collected/edited by one or two editors.
Sample
Title: Challenges in Academic Writing: A Reader for University Students
Contents Page
Chapter 1: Why students struggle with coherence –by Dr. Smith
Chapter 2: The role of feedback in student writing –by Dr. Ali
Chapter 3: Large classes and limited teacher support in Afghanistan –by Dr. Rahimi
Chapter 4: Cultural expectations in essay writing –by Dr. Brown
Chapter 5: Academic writing compared across Asian countries –by Dr. Chen

32. OTHER USEFUL TECHNIQUES(P. 81)
2.Summaries
Asummaryiswhenyouwriteashortversionofwhatyouread.
Writeshortversionsofwhatyouread.
Useyourownwords(avoidplagiarism).
After reading a 10-page article, your summary might be:
The article says Afghan students struggle because of large classes, little feedback, and
weak grammar foundation. Teachers cannot correct all essays, and students do not
get enough practice.
3. Discussion
Adiscussioniswhenyoutalkaboutyourreadingwithclassmatesorinstudygroups.Thismakesideasclearerandallowsyou
toseenewperspectives.
Afterreadingatextabout‘Essaycoherence’,therewillbedifferentideas/comments:
Student1:“Theproblemisstudentsdon’tusetransitionwords.”
Student2:“No,Ithinktheproblemisweakorganization.”

33. HOW TO READ FASTER
Do not forget the effectiveness of reading
Consider the material
Check your eyesight

34. HOW TO READ FASTER
Reading speed
oReading for different reasons
oHave several reading speed
oEach speed for a specific task

35. HOW TO READ FASTER
Improve your reading speed
Things that encourage you to improve reading speed
1.The personal motivation to practice
2.A desire to improve
3.The willingness to experiment and try new techniques

36. HOW TO READ FASTER
Fixations and recognition span
oYour eyes does not move smooth over the text
oJumps from one fixation to the next
oA block of words are read at a time not a word
oRecognition span vs slow or fast reader
oTry using your finger or pencil as a guide for faster reading

37. HOW TO READ FASTER
Avoid and improve
Vocalizing
Regression/re-reading
Extend your vocabulary
Flexibility and what you read