Contents introduction chapter I. Purposeful reading and strategies to get students to read purposefully

The aim of this course work is to emphasize the importance of developing effective ways of getting students to read purposefully in the early stages of teaching English in Uzbek primary schools and present quite effective communicative activities in teaching English.
The aim puts forward following tasks: looking at some basic difficulties of getting students to read purposefully, presenting some real life activities.
The theoretical value of the paper lies in the fact that the results of the work can be used as additional source at schools, lectures and seminars on english lessons as well.
The practical value: As for what maybe useful for teachers and students, this work indicates that the learner's age and abilities, the input data, and the linguistic environment matter in great manner. Besides it may contribute to design effective ways of getting students to read purposefully.
The structure of the qualification paper consists of introduction, the body and conclusion as well as reference containing the list of the literature used in the course of the research.
Main body
Purposeful reading and strategies to get students to read purposefully
1.1.Purposeful reading as a reading strategy
Reading is purposeful. The way you read something will depend on your purpose. You read different texts in different ways. In everyday life, you usually know why you are reading, you have a question and you read to find the answer. You usually know your way around your favourite newspaper, so if you want to know the sports results, you go straight to the correct page, or if you want to know what is on television tonight, you go straight to the television page. You do not start on the first page. When you read a novel, it is different. You start at the beginning and slowly move towards the end. In academic reading, you need to be flexible when you read - you may need to read quickly to find relevant sections, then read carefully when you have found what you want. General efficient reading strategies such as scanning to find the book or chapter, skimming to get the gist and careful reading of important passages are necessary as well as learning about how texts are structured in your subject.

Reading is an interactive process - it is a two-way process. As a reader you are not passive but active. This means you have to work at constructing the meaning from the marks on the paper, which you use as necessary. You construct the meaning using your knowledge of the language, your subject and the world, continually predicting and assessing. MacLachlan & Reid talk about interpretive framing, which is essential in order to understand what you are reading. They discuss four types of framing:

Extratextual framing - using information outside the text, your background knowledge and experience, to understand texts.
Intratextual framing - making use of cues from the text, such as headings and sub-headings and referential words such as "this" and "that" to understand texts.
Intertextual framing - making connections with other texts you are reading to help to understand your text.
Circumtextual framing - using information from the cover of the book, title, abstract, references etc. to understand the text.
You need to be active all the time when you are reading and use all the information that is available. It is useful, therefore, before you start reading to try to actively remember what you know, and do not know, about the subject and as you are reading to formulate questions based on the information you have. All the information given above can be used to help you formulate question to keep you interacting.Purposeful Reading.
• Reading for Class vs. reading for Leisure
Usually use surface-level reading, or getting the “gist” of the text when reading things like news articles or novels in our down time. Need close reading for class-assigned texts because ideas, themes, and context of readings relate to ideas of the class. Close reading is characterized by:

1. Looking for the author’s purpose in writing the piece and the main intended audience of author.

2. Looking for the main ideas, organization, and style of the piece
3. Understanding why the professor assigned the piece and how it connects
to something learned in class
4. Understanding the historical/cultural background of author and how it’s
different from your own perspective
5. Objectively determining if there are debatable points in the piece
Strategies for habitual close reading:
Annotating. A way to “talk back” to the author as you read, is most effective if
you have a system rather than just random underlines:
1. Mark the thesis, main points, and important ideas of the piece
2. Mark key terms and unfamiliar words—look them up!
3. Write your questions and/or comments in the margins of the piece
4. Write any personal experience related to the piece
5. Mark confusing parts or sections that warrant a reread
6. Underline the sources, if any, the author used
Summarizing. A great strategy for keeping track of multiple readings or very
complex reading. Forces you to discern the most important ideas from the textBibliographic entry style: write citation of text and paragraph of summarizing relevant points, best quotes
Double entry notes style: divide paper into “what it says section and “what it does.” In “what it says”, summarize a section of the text, in “what it does” describe the functionality of the section in terms of the whole text.
Drawing Graphic Organizers. Sometimes visuals representations of ideas are just easier to understand than written words, especially when grappling with complex articles
1. Timelines for history texts and fictions with weird chronologies
2. Family trees and flowcharts for mapping complex relationship and keeping track of characters
3. Bubble maps for thesis-driven articles with multiple sections
4. Rereading. Necessary for when you’re answering reading-based analytical
questions or writing a formal essay. Will help you know a text inside-and-out, characterized by levels of writing:
1. First reading: look up the background of the text and skim the surface for main ideas, introduction and conclusion
2. Second reading: slow, meditative read. Have pen and sticky notes in hand to make annotations, ask questions
3. Third reading: address questions made in second reading, look up unfamiliar concepts, tackle confusing passages. A common mistake readers make when tackling a new document or passage is to go straight to the first paragraph and start reading right away. When you do that, sometimes you have already read two or three paragraphs when you realize what the passage is about. At that point, however, you have already missed a lot of information. So, you end up having to start over from the first paragraph.Worse yet, sometimes you finish the (begin bold)whole passage(end bold) when you realize you understood little or cannot remember much.One of many ways to avoid this problem is simple and takes only a few minutes: Read purposefully from the start.Having to start over several times is a sign you are reading ineffectively!
When presented with a passage, you know little or noting about the author, the type of passage, or its content. If you start reading it right away, it will likely take a few paragraphs, sometimes even a few pages, until you know enough about the passage to start "getting it"
At that point, you may realize that you need to start reading from the top again because now you can understand the content better; or you did not really need to read it because you were looking for some different information.
A common mistake readers make when tackling a new document or passage is to go straight to the first paragraph and start reading right away. When you do that, sometimes you have already read two or three paragraphs when you realize what the passage is about. At that point, however, you have already missed a lot of information. So, you end up having to start over from the first paragraph.
Worse yet, sometimes you finish thewhole passage when you realize you understood little or cannot remember much. One of many ways to avoid this problem is simple and takes only a few minutes: Read purposefully from the start.Having to start over several times is a sign you are reading ineffectively!
When presented with a passage, you know little or noting about the author, the type of passage, or its content. If you start reading it right away, it will likely take a few paragraphs, sometimes even a few pages, until you know enough about the passage to start "getting it". At that point, you may realize that you need to start reading from the top again because now you can understand the content better; or
you did not really need to read it because you were looking for some different information.
So, how do you solve this problem?
The Solution: Read Purposefully
To read effectively, you should read purposefully from the start. The key to reading purposefully is knowing something about the material before you start actually reading it. Browse for information! That is, skim the passage for a couple of minutes.¹
Effective readers naturally skim any reading materials before they start reading, and they do not even realize they do it. The read the title, identify the author, see what type of publication it is and when it was published. They browse the passage for graphs, tables, illustrations, and so on.
Analyzing this information before you start reading takes only a couple of minutes, but you can glean a lot of value insight into the passage. Why is that important?

Focus Your Brain

Now that you have an idea what the passage is about, your brain will be ready to receive the information you are going to read. When you know what ideas to expect, you focus on those ideas. If there was information you did not understand when you skimmed, you will likely focus on it when you read. If there were questions you thought about, you will focus on answering them. If there were graphs about a certain point, you already know that information is probably important, so you will read it attentively.
Adapt Your Strategy
You do not read different types of materials the same way . For example, if you read a novel, you focus on characters, themes, the plot, the meaning of symbols and allegories, and so on. If you read a text book chapter explaining the steps in a process, you take notes on each step, underline important explanations, and so on.
If you know something about the passage you are about to read, you adjust your strategy to suit the type of passage. If it is a novel, you will focus on the literary elements and the story; if it is a text book chapter, you will probably get out your highlighter and a piece of paper to take notes on.
Ready to Read
Simply by analyzing the passage before you read it, you have gained some insight into the material. Now, you are ready to read with more focus and with the correct strategy. Your reading will have a specific purpose whether it is to enjoy a story, to learn content, to understand instructions, or whatever the passage calls for.
In college-level courses, the vast majority of students read expository textbooks with a primary purpose in mind: to memorize and, hopefully, understand enough information to receive a particular grade on a course exam. Intuitively, this kind of reading is different than the kind of reading that these same students do when reading a novel while waiting for a friend in a coffee shop. As com-
nonsense as this may seem, only recently has empirical evidence sup-
ported the notion that reading proceeds very differently depending on
the reader’s purpose for reading. To illustrate, readers have been shown
to exhibit different inference-making patterns, which influence what is
remembered from a text, as a function of their purpose for reading. Unfortunately,
a sizeable number of students do not effectively alter their cognitive
processing to meet specific educational goals. For example, many col-
lege students are used to reading in order to memorize the material,
so they struggle when they are asked to generalize textbook concepts
to new situations as is the case in applied courses such as educational
psychology. That is, some students are reading for college courses with
the incorrect purpose in mind. I wish to establish why it is important for
study and reading skills instructors to consider the specific purpose for
reading when advising college student readers. Thus, the focus of this
paper will be to briefly review the empirical evidence that readers alter
cognitive processing in accordance with the purpose for reading and to
provide educational applications for this research for use by study and
reading skills instructors at institutions of higher learning.
Empirical research has shown that the particular purpose for reading
influences readers’ cognitive processing of texts in terms of time spent
reading and strategies employed, which in turn influences the amount
of text information recalled.Theoretically, this has been couched in terms of readers having varying standards of coherence that influence the way that texts are processed to meet particular reading goals. For example, college students may have stricter standards for understanding textbook materials the day before an exam but more relaxed standards three weeks before an exam. The strictness of these standards theoretically influences the kinds of cognitive processes readers engage in during reading, and these standards vary due to reading
purpose, text difficulty, or the motivation level of the student. For the
review that follows, I will focus on how readers’ cognitive processes
change as a function of their purpose for reading.
Methodologies used in this line of research have involved students’
self-reports, the collection of verbal protocol/think aloud data, recall
data, and computer simulations of the reading process.In this research, two reading purposes are typically selected for systematic experimental investigation because of their perceived distinctiveness. In one such study college-aged participants were randomly assigned to a read for entertainment purposes condition or to a read for study purposes condition. When reading for entertainment purposes, participants were asked to imagine that they were reading a magazine when they came across an interesting article that captured
their attention. When reading for study purposes, participants were asked to imagine that they were reading an article to prepare for an exam in a college course. Note that these students were reading the same expository texts from a science magazine, but the only difference was that they were asked to imagine themselves reading for a particular purpose. All of the expository texts used in these investigations had both an entertainment and an educational value, so were appropriate for either reading purpose condition.
When reading for entertainment purposes, readers’ verbal protocols indicated that they generated more free associations, which are associations loosely based on text ideas that become transiently activated during reading, and generated more evaluative comments on the writing or interest value of the text. In other
words, these readers processed texts at a rather shallow level. In contrast,
readers generated more coherence-building inferences and paraphrased
more often when they were asked to imagine themselves reading for
study purposes. Not surprisingly, the types of processes that were executed during reading influenced how much text information readers
recalled after reading. Readers in the study purpose condition recalled significantly more than readers in the entertainment purpose condition. Note that these differences were based on students’ reading of the same expository texts, and, thus, the changes in cognitive processing were brought about by the imagined purpose for reading. The subtle differences in directions pertaining to the imagined purpose for reading changed cognitive processing and recall results in dramatic ways.Empirical studies also show individual differences in how college readers alter cognitive processing to fit the purpose for reading.
One measure of reading individual differences that is predictive of a variety
of reading comprehension skills is the working-memory capacity of
the reader. ²To provide a conceptual definition, one’s working-memory capacity is related to how efficiently cognitive resources are allocated to processing relevant
information during complex tasks such as reading. As it relates to reading specifically, individual differences in working-memory capacity influence how accurately readers comprehend text, generate inferences, determine relevant themes, and retain what is read. It should be noted that these differences in working-memory capacity are not necessarily indicative of a learning disability but refer to college-level readers at the lower end of reading comprehension performance. As working-memory capacity relates to reading for different purposes, in two separate investigations, low and high working-memory capacity readers were asked to imagine that they were either reading for entertainment
or for study purposes as they read scientific, expository texts. In terms of strategies and processes used during verbal protocols, low and high working-memory capacity readers, like the results reported earlier tended to free associate and make evaluative comments more when reading for entertainment than when reading for study purposes. That is, low and high working-memory capacity readers used similar cognitive processing strategies when reading for entertainment. Not surprisingly low and high working-memory capacity readers’ level of recall was also similar in this reading purpose condition. Differences appeared, however, when reading for study purposes: low working-memory capacity readers paraphrased and made coherence-building inferences more often when reading for study, similar to the results reported earlier, but also emphasized a re-reading strategy and de-emphasized a comprehension monitoring strategy. High working-memory capacity readers also paraphrased and made coherence-building inferences more often when reading for study purposes but, in contrast to low working-memory capacity readers, emphasized a comprehension monitoring strategy and de-emphasized a re-reading strategy. The different strategies used
when reading for study purposes also yielded differences in recall: low working-memory capacity readers recalled significantly less than high working-memory capacity readers.