Plan: Types of reading Selection

Types of reading

Scanning -This is looking over a text quickly to get a specific piece of information.
Skimming - Looking over the text quickly to get a general idea ofthe content. Your eyes move quite fast, taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs.
Light Reading -This is reading fairly quickly without concentrating too hard or worrying about every single word. We often use it when reading an enjoyable novel.
Study Reading - Study reading involves thinking about what is being read so that it is understood and can be recalled. It needs to be worked at, with time for reflection, thought, analysis, criticism, comparison, notes made, points highlighted and emphasized, arguments followed and evaluated, the whole summarized.
Independent Reading - Students read silently by themselves and at their own pace. The selections must be at students' reading level in order for them to comprehend what they're reading. 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.

Selection of texts for reading

For students to develop communicative competence in reading, classroom and homework reading activities must resemble (or be) real-life reading tasks that involve meaningful communication. They must therefore be authentic in three ways.

1. 
   The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.
   

When selecting texts for student assignments, remember that the difficulty of a reading text is less a function of the language, and more a function of the conceptual difficulty and the task(s) that students are expected to complete.

2. 
   The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text.
   
3. 
   The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.
   

Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways.