English Language Teaching

TEACHING READING
SCANNING AND SKIMMING READING METHODS

Compiled by:
IGAA Mirah Meyliana
Maria Yasinta Siti
Desak Paramitha
Ni Made Sri Artini
Luh Tri Jayanti Swastyastu
Mei Indrayani

LANGUAGE EDUCATION STUDY PROGRAM

POSTGRADUATE PROGRAM
GANESHA UNIVERSITY OF EDUCATION
2015

1. The Essence of Reading

Reading is a gateway to a whole universe of enjoyment and learning. Countless
people love to sit down and read a good book. According to Mahadelana (2007) Reading is
an exercise dominated by the eyes and the brain. In addition Brown, A. L., Ambruster, B. B.
and Baker, L. (1986) stated that reading is a multidimensional process that involves the eyes,
the ears, the mouth and most importantly, the brain. Further , they also define reading as the
ability to comprehend or make meaning from written text. A dictionary definition of the word
read states that it is the ability to examine and comprehend the meaning of wriiten words.
Koda says that reading is converting print into language and then to the message
intended by the author (Koda, 2004). She also claims that Comprehension occurs when the
reader extracts and integrates various information from the text and combines it with what is
already known. Urquhart & Weir say that Reading is the process of receiving and
interpreting information encoded in language form via the medium of print (Urquhart &
Weir, 1998). According to Hellekjr reading comprises decoding the written text
on the one hand and efficiently processing the information on the other hand (Hellekjr,
2007). All these definitions underline essential aspects of reading. The question that remains
is how is it done? Grabe suggests a list of processes that define reading (Grabe, 2009). His
processes are as follows:
1. A rapid process
2. An efficient process
3. A comprehending process
4. An interactive process
5. A strategic process
6. A flexible process
7. A purposeful process
8. An evaluative process
9. A learning process
10. A linguistic process
Based on explanation above , the writer conclude that reading is a process to convey
the message or information. By reading, the reader will know what they read and challenged
to response the ideas of the author. In order to make the message or information that comes
from the author can be understood and comprehended easily by the reader.

There are different styles of reading for different situations. The technique we choose
will depend on the purpose for reading. For example, we might be reading for enjoyment,
information, or to complete a task. If we are exploring or reviewing, we might skim a
document. If we're searching for information, we might scan for a particular word. For
example, we might be searching for specific information, looking for clues, or reviewing
information. Web pages, novels, textbooks, manuals, magazines, newspapers, and mail are
just a few of the things that people read every day. Effective and efficient readers learn to use
many styles of reading for different purposes. Skimming, scanning are different styles of
reading and information processing.
1.1 The Nature of Scanning
Brown (2001:308) in Mahaledana (2007) stated that, scanning is quickly searching for
some particular piece or pieces of information in a text. It is a technique you often use when
looking up a word in the telephone book or dictionary. You search for key words or ideas. In
most cases, you know what you are looking for, so you are concentrating on finding a
particular answer.
In addition, when scanning the reader lets his or her eyes wander over thr text until he
or she is looking for, whether it is a place, a kind of food, a kind of verb, or specific
information. To enable the students to scan effectively , he or she should have a strong belief
where he or she will find such information needed from the text.
Scanning is a technique we often use when looking up a word in the telephone
book or dictionary. We search for key words or ideas. In most cases, we know what we're
looking for, so we're concentrating on finding a particular answer. Scanning involves moving
our eyes quickly down the page seeking specific words and phrases. Scanning is also used
when we first find a resource to determine whether it will answer our questions. When
scanning, look for the author's use of organizers such as numbers, letters, steps, or the words,
first, second, or next. Look for words that are bold faced, italics, or in a different font size,
style, or color. Sometimes the author will put key ideas in the margin. Reading off a computer
screen has become a growing concern. Research shows that people have more difficulty
reading off a computer screen than off paper. Although they can read and comprehend at the
same rate as paper, skimming on the computer is much slower than on paper. Scanning
involves running our eyes down the page looking for specific facts or key words and phrases.

1.2 Why Scanning is Important

In simple material : to find particular names, facts, words,numbers, and spesific
information, in less simple material : to find services, data, resources, when exact wording is
not available. In complex material : to visualize and follow an argument, style, reasons,
motifs, patterns, support for inference, evidence of sound logic/reasoning, evidence of faulty
reasoning.On the web scanning is a method often employed to sift through the plethora of
information availale on the web.
1.3 The Procedure of Scanning
Scan how the page is laid out, and use bold headers and captions to get an overview of the
ideas and themes.
a. Use peripheral vision; don't focus only on the logical flow of the text. Observe what
we're reading with a wide-angle scope, as if we were looking at an image rather than a
block of text. Use the same wide-eye span as we do when driving, looking at all that
surrounds us and heading our way.
b. Using the wide-span approach, there are several methods in which we can "read" a
page.
- Read paragraphs diagonally, and place emphasis on the key words.
- Read the page in a "Z"
- Read in a "U", moving down the page, and back up.
c. Try to speed up our eye movements to take in more per reading, rather than stay
fixated and focused on a word.
d. Use the help of our index finger, by moving it at a slightly faster pace than our
reading speed. When reading on the Internet, scroll down quicker than we actually
read.
1.3.1 Scanning: for a specific focus
The technique we use when we're looking up a name in the phone book: we move our
eye quickly over the page to find particular words or phrases that are relevant to the task
we're doing.
It's useful to scan parts of texts to see if they're going to be useful to us:
a. the introduction or preface of a book
b. the first or last paragraphs of chapters

c. the concluding chapter of a book.

1.4 Benefits of Scanning
Scanning help to understand the text main points before dive into the meat of the text.
This can make it easier to critically read the piece and to develop questions. It can also help
to decide if there are any unfamiliar concepts or terms that need to study up on before read
the piece. Scanning also enables you to understand what the author is buiding up to read the
piece in its entirety. (everydaylife.globalpost.com)
Scanning is also a fast and and efficient way to locate or review material in textbooks.
Scanning enables to locate the section that student need quickly so that student may spend the
time re-reading the material more carefully.
2. Skimming
2.1 The Nature of Skimming
Kustaryo (1988) in Mahdalena (2007) define skimming as a technique used to
look for the gist of what the author is saying without a lot of detail. It is used to quickly
identify the main ideas of a text. When you read the newspaper. You are probably not reading
it word by word, instead you are scanning the text. Skimming is done at a speed three to four
times faster than normal reading. People often skim when they have lots of material to read in
a limited amount of time.
Hence in skimming text, a reader needs to practice in order he or she can learn the
key words and phrases which can cover all the material he or she is reading. To do the
skimming, the reader should go through a passage quickly, jumping over parts of it, in order
to get a general idea of what it is about.
2.2 Why Skimming is important
Skimming is useful when we have to decide if a long piece of writing is worth
close study. If a student with an hour to do some research is presented with 10 textbooks and,
there won't be time to read them all. It makes sense to swiftly appraise them and choose the
most relevant one. Skimming can also be an effective way of quickly reviewing something
that has been read previously, so that the reader can recall the most significant parts. The
Reading and Study Skills Lab at Anne Arundel Community College, Maryland, estimates
skimming can be done at approximately 1,000 words a minute. Skimming a book, article or
webpage only gives the reader a general idea of its contents. Nuances, vital details and
caveats are easily missed. This can produce a confused or misleading impression. Skimming

works well when dealing with clear subjects that lend themselves to a general overview, such
as a chronological description of an event. Skimming is far less effective in making sense of
complex discussions or detailed arguments.
2.3 The Procedure of Skimming
There are many strategies that can be used when skimming. Some people read the
first and last paragraphs using headings, summarizes and other organizers as they move down
the page or screen. We might read the title, subtitles, subheading, and illustrations. Consider
reading the first sentence of each paragraph. This technique is useful when we're seeking
specific information rather than reading for comprehension. Skimming works well to find
dates, names, and places. It might be used to review graphs, tables, and charts.
Remember, both speed and comprehension depend on familiarity. The more
comfortable we are with the manner in which the material is presented, the faster we will
move through it and the more we will retain. Two to three minutes is ample time for a
chapter, ten to fifteen minutes for a book.
Skimming may also be used to search out certain short passages we have lost. Our
eye should race over the pages looking for clues which will help us narrow down the
probable location. Though we feel completely lost, the act of skimming will refresh our
memory and lead us to the passage. Trust our memory. If it says upper left-hand corner, look
there first. With practice we can develop a memory which will allow us to recall the exact
location on a page of a piece of information. After that, patient speed will do the rest.
Skimming before we start is valuable for any type of reading, even pleasure reading, except
perhaps for mysteries.

Skimming Reading

The technique we use when we're going through a newspaper or magazine: we read
quickly to get the main points, and skip over the detail. It's useful to skim:
a. to preview a passage before we read it in detail
b. to refresh our understand of a passage after we've read it in detail.
Use skimming when we're trying to decide if a book in the library or bookshop is right for us.

2.4 The Advantages of Skimming

Skimming is useful in three different situation , in pre-rading skimming is more
through than simple previewing and can give more accurate picture of text to be read later. In
Reviewing skimming is useful for reviewing text already read. In reading skimming is most
often used for quickly reading material that, for any number of reason, does not need more
detailed attention (Leburton, 2004)

REFERENCES
Brown, A. L., Ambruster, B. B. and Baker, L. (1986). The Role of Metacognition in Reading
and Studying. In J. Orasanu, (ed.), Reading Comprehension: From Research to
Practice. Hillsdale, NJ: Lawrence Erlbaum Associates
Hellekjr, G. O. (2008). A Case for Improved Reading Instruction for Academic English
Reading Proficiency.
Grabe, W. (1991). Current Development i Second Language Reading Research. TESOL
QUARTERLY, 25(3).
Grabe, W. (2009). Reading in a second language : moving from theory to practice. New
York: Cambridge University Press.
Mahdalena, Leny.2007. Effects of Pre-questioning on the reading comprehension
achievement of the second grade student at SMAN 2 Jekan Raya in academic year
2006/2007. Palangka Raya University
Koda, K. (2004). Insights into Second Language reading - A Cross-Linguistic Approach. New
York: Cambridge University Press.
Koda, K. (2007). Reading and Language Learning: Crosslinguistic Constraints on Second
Language Reading Development. Language Leaning.
Krashen, S. D. (2004). The power of reading : insights from the research (2nd ed.). Westport,
Conn. Portsmouth, NH: Libraries Unlimited ;Heinemann.
Urquhart, S., & Weir, C. (1998). Reading in a Second Language: Process, Product and
Practice. New York: Longman.
Van

Thompson. (2015). Scanning

everdaylife.globalpost.com

Skill

in

Reading.

Retrieved

from

http://www.miguelmllop.com/practice/intermediate/readingcomprehension/birthorder.pdf
http://www.sheknows.com/parenting/articles/974203/does-birth-order-affectpersonality

SKIMMING AND SCANNING TEXT MINI-LESSON

Class

: 1st grade of Senior High School

Level

: Intermediate

Main focus of lesson,

skills / language

: Reading a text related to birth order

Materials

: Computer and data projector

Standar Competency

: Students will learn how to skim & scan : they will Identify
topic sentences and main ideas , Fill in table or forms with key
concepts for passages .

Basic Competency

: 1. Students will work in teams , interact , cooperate , teach

each other , be responsible for their own learning
2. Students will complete worksheets and correct them

1.

Main aims
To give students practice in reading strategies: skimming, scanning.

2.

To engage students in reading for real life purposes: reading for pleasure

3.

To Increase their anticipation skills (through word-guessing activity)

Procedure :
Stag
e

Teacher
Activity

Pre
Acti
vity

Students
Activity

Materials

Interacti
on

T shows a picture They look at the

Power point

Group

of family on the picture

presentation

work

and

talk

screen and asks about it trying to

students to guess find out what the
the topic of the text is about.
reading that they
are going to read
in

groups

of

Timin
g

three.
T

gets

answers

the Ss

tell

their
Power point

from answers.

presentation, >

students.

Text
T distributes the
Whilst
activity

reading text and

Ss read the text.

asks students to
read it quickly
T monitors the
students

while

they are reading

so that he can see
whether

they

understand it or
not.
T shows on the
screen

word

guessing activity
and

wants

students to put a
tick if they think
the word is going
to

be

Individual

in

the

Students look at the

screen

they do the

task

first

individually,

and

then they share their

answers with the
whole class.

reading text and

put a cross if
they think that it
is not.
T distributes an
activity sheet on

Ss try to answer

class

Whole

which

there them. After they are

different types of ready

questions

they

share

their answers with

including open- the whole class

ended,

multiple

choice and true

false questions
and ask students Ss
to answer them.

give

their

opinions about it
-

After

Whole
class

finishing

the reading and Ss give out their

the answers with their

answering

questions, T asks reasons.

students

about

their status in the

family,

and

whether

they

Individual

agree with the

writer or not.
After they do it,
T asks students
Post
activity

whether

they

would rather be
something
He

tells

else.
his

position in the
family and his
opinions

about

this issue
T asks students
to check whether
they were right

Ss check it

about
guessing
vocabulary
items.

their
the