9/8/2015 Unit3:ReadingEfficiently:TheSubSkillsofReading|OpenResourcesforEnglishLanguageTeaching(ORELT)Portal

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SubSkillsofReading

Unit3:ReadingEfficiently:TheSubSkillsofReading

Introduction
Inreallife,peoplereadavarietyoftextsforbothinformationandpleasure.Readingmaterialsdifferincontent,styleand
purpose,andweadjustourreadingstyleaccordingly.Tobecomeefficientreaders,wehavetotrainourselvestoread
differenttextsindifferentways.Forexample,wedonotreadanovelandatextbookinpreparationforanexaminationinthe
sameway.Whenwearereadinganovel,wedonotneedtopayattentiontoeverydetailthewaywedowhenreadinga
textbookandreadmorequickly:mostspeedreadinginvolvesaprocesscalledchunking.Insteadofreadingeachword,the
readertakeswordsinchunks,thatis,groupsofwordsthatmakeameaningfulunit,suchasphrases,clausesoreven
wholesentences.And,asadults,mostofourreadingissilent.Whenwereadsilently,wesavethetimespentonarticulating
words,andreadinchunksorsensegroupsinsteadofonewordatatime.

Inthisunit,wewilltrytohelpyoumakeyourstudentsawareofthevarioussubskillsandstrategiesweusetoreaddifferent
textswithefficiency.Readingefficiently,asyouhavealreadyseeninUnits1and2,meansadjustingonesreadingspeed
andstyletomatchthepurposeforwhichweread.Thisinvolvesreadingforanoverallideaorgist,specificinformationand
detail,andtounderstandthewritersattitude.Thisunitwillgiveyousomeinformationaboutvarioussubskillsofreading,
andhowstudentscanbetrainedtousethesesubskillstoreadactively.

Unitoutcomes
Uponcompletionofthisunityouwillbeableto:

Outcomes helpyourstudentsunderstandtherelationbetweenreadingpurposeandreadingefficiency

giveyourstudentspracticeinthesubskillsofskimmingforanoverallideaandscanningforspecific
information

helpyourstudentsunderstandtextstructure,sothattheycandistinguishbetweenmain,subordinate
ideasandillustrations,anddigression,ifanyand

helpyourstudentsdeveloptheirreadingefficiencybymodifyingtheirstyleofreadingtosuitthepurpose
forwhichtheyarereading.

Terminology
Terminology Scanning: Searchingquicklyforaspecificpieceofinformationoraparticularword.Forexample,

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whenlookingupawordinadictionary,anaddressinadirectoryortheflightarrival
scheduleofaparticularflight,wedonotreadentirepagesorpassages.Wesearchforthe
keywordsorideasbecauseweknowwhatwearelookingfor.Scanninginvolvesmoving
oureyesquicklydownthepageseekingspecificwordsandphrases.

Skimming: Readingthroughatextquicklytogetanoverallideaofthecontentsthatis,thegistofthe
passage.Forexample,beforebuyingabookweglancequicklyatthecoverpage,the
reviewerscommentsonthebackcover(alsocalledbookjacket),thecontentspage,etc.,
togetageneralideaofitscontents.

Book Aspecialareaintheclassroomsetasideforacollectionofnonacademicbooksfor
corner: children,preferablystorybooksforthatagegroup.

Teachersupportinformation
Theactivitiesinthisunitshoulddevelopstudentsefficiencyindevelopingsomeimportantsubskillsofreading.Itis
thereforeimportanttohavethemworkindependently,eitherontheirownorbycollaboratingwiththeirpeers.Improving
readingefficiencyisamatterofpractice,andifstudentscanbeengagedinmeaningfulandinterestingactivities,theirskills
willdevelopmorequickly.Thiswillthenhelpthemreaddifferentkindsoftexts,andrespondtotheinformationprovidedmore
efficiently.

Casestudy
Case ElizabethRoy,aJSSteacherofEnglishandSocialStudies,waseagertoattendatrainingcourseforEnglish
study teachersinCapeTown.ShehopedtolearnsomewaysofhelpingherGrade9studentsreadbetter.Forsome
reason,herstudentsreadtheirEnglishtextbookswithmoreinterestthantheyreadtheirSocialStudiestexts.
ShewonderedwhetheritwasbecauseEnglishtextbookshadstoriesandsuchthingsaboutpeople,while
SocialStudiestalkedaboutfacts.

Whenshesharedherconcernswiththeexperts,sherealisedthatshewasnottheonlyonewhosestudents
behavedlikethis.Othercolleagueswerefacingthesameproblem.Theexpertsdecidedtomakethisa
completesession.Thenextday,theyhadtheparticipants,includingElizabeth,workonexercisesrelatedtothe
textbooksthattheytaught.TheytookElizabethandtheothersthroughaseriesofinterestingactivitiesthat
madethemreadthesametextsfordifferentpurposes,withvaryingspeedsandwithafocusondifferent
aspectsofthepassage.Elizabethrealisedthatifshecouldgetherstudentstoactivelyengagewiththetext
throughavarietyofactivities,theywouldreadothersubjecttextswiththesameinterestastheyreadtheir
Englishtextbooks.

Elizabethtriedoutsomeofthetechniquesandexercisesshehadlearnedinherclass,andfoundtoher
pleasantsurprisethatthestudentsinterestpickedup,andtheyslowlybegantoperformbetterinSocial
Studiestoo.Sherealisedthatnomatterwhatkindoftextweread,ifwereadactively,wewillgetthemaximum
benefitandjoy.

Points 1. Isitnecessarytoteachchildrenhowtoreaddifferentkindsoftexts?Doweusethesameordifferent
to strategiestoreaddifferenttexts?
ponder
2. Shouldweuseothersubjecttextstoteachreading,orwouldtheEnglishtextbookbeenough?

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Activities
Activity1:Readingforgist:Skimming

Inreallife,wereadavarietyofmaterialsinthelanguagesweknow(ourhomelanguageorEnglish,for
example).Somematerialslikecoursebooksarereadwithcloseattentiontodetailasweneedtousethe
Activity informationinexaminations.
1
Othermaterials,likemagazinearticles,arereadforpleasure.Thentherearethingslikebillboardsand
hoardingsthatwemostlyreadwithlittleconcentrationaswereallydonotneedtousetheirinformationinour
dailyactivities.

Inthisactivity,wewilldealwiththesubskillofskimming,whichisusedtogetanoverallideaofthetext.

Tobegintheactivity,asktheclasstolistthedifferenttypesofthingstheyread.Theywillprobablycomeup
withthingsliketextbooks,storybooks,magazines,comics,signboards,letters,postcards,menucards,labels
onthingstheybuy,phonebooks,instructionmanuals(forphones,TVs,cameras,etc.),subtitlesofEnglish
movies,maps,encyclopaediasandsoon.Nowtellthemtolistthesedifferenttypesoftextsandclassifythem
accordingtothereasonsforreadingthemgivenincolumn2,inthetablebelow.Writethelistontheboardas
thestudentsrespond.

Yourboardmightlooklikethis:

Kindsofthingsweread Reasonsforreading

Novels,shortstories,fiction Forspecificinformation
Nonfiction,textbooks,travelbooks, Topassanexam
encyclopaedias Topasstime
Newspapers,journals,magazines,maps, Toknowdetailsofsomething
directories,dictionaries Tohaveanoverallidea
Forms,applications,questionnaires Forhavingageneralidea
Brochures,catalogues,hoardings,
advertisements,notices,labels,posters,displays
atairports,stations,etc.
Letters,reports,proposals

Askthemtolookatthelistanddecidewhichtypeofreadingmaterialstheyreadfast,veryfast,slowlyandvery
slowly.Bringthediscussionaroundtothefactthatwereaddifferenttextsatdifferentspeedsdependingon
whywearereading.

Forthemainactivity,givethemthefollowingsituation:Afriend,Nigel,wantstogoonavacationtothe
seaside,andhecannotdecidewheretogo.Heknowsyouhavesomeidea,sohehasaskedforyouradvice
tohelphimchooseagoodplace.Heisinahurry,sohehasaskedyoutogivehimanideaassoonas
possible.

Ingroups,havethestudentsreadaboutAfricasbestbeachesinResource1,andhelphimmakeadecision.
Theycanlookatthepicturesofthebeachesandreadthetouristinformationbeforetheydecide.

Aftertheyfinishthetask,askthemtorecallhowtheyreadthepassages:didtheyreadthemveryslowly,or
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somewhatquickly?Whatkindofinformationdidtheylookfor,andhowdidtheydecideonadestination?

Fromtheiranswers,trytohavethemrealisethattheyreadaboutthedifferentbeachessomewhatquicklyso
thattheycouldgetanoverallideaaboutthemandgivetheinformationtoNigel.Thisskilliscalledskimming.

Totesttheirabilitytoskimatextfortheoverallideaorgistofapassage,askthem,intheirgroups,toreadthe
summariesofthebeachesgivenbelow,andmatchthemtothedescriptionsoftheAfricanbeachesgivenin
Resource1.

Worldclasssurfing,BillabongProcompetition,amazingbeachesalongtheSouthAfricancoast.

Whitebeaches,hospitablepeople,oldfishingvillages,modernresorts,northendbeachesamustsee.

BreathtakingbeachesaroundtheNileDeltaidealspotfordivingnearthePyramids.

Fabulousbeaches,relaxation,gentlesurf,sea,sky.

Concludethetaskbybringingtotheirnoticethatreadingforgistoroverallideainvolves:

readingthetextquicklyforgeneralinformation(skimming),

mentallysummarisingtheinformationforlateruse,and

rememberingkeywords(diving,surfing,relaxation,breathtakingbeaches,hospitable)only,andnotevery
detail.

Beforeendingthediscussion,askthemtoagainlistthekindsoftextstheyskimforgist.Thenaskthemto
collectafewofthosetopractiseinthenextclass.

Formorewaysofpractisingskimming,seeResource2.

Activity2:Readingforspecificinformation:Scanning

Activity Anotherimportantsubskillofreadingthatallefficientreadersuseasastrategyiscalledscanning,orlooking
2 forspecificinformation.

Todemonstratetheuseofthissubskill,havethestudentsworkinpairsandsaywhichkindsoftextsgivenin
thelistbelowtheyreadveryquickly,andwhy.

Aplay

Atelephonedirectory,tolookforsomeonesphonenumber

Thesportspageinthemorningnewspaper

Theschoolnoticeboard

Thelabelonabottleofjam,tofindtheprice

Thebackcover(jacket)ofabook

Ashoppinglist

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Thequestionsonthequestionpaperinanexam

Thelargeadvertisementonthemainroad

Thedepartureannouncementboardinatrainstation

ThebookletthatcamewiththenewCDplayerIboughtrecently

Duringthefeedbackhavethestudentsrecognisethatwereadsuchtextstofindsomespecificinformation,
andnottounderstandorremembereverybitofinformationgiventhere.Wequicklyscrolldownapageto
locatetheparticularthingwearelookingfor(e.g.,atelephonenumber,traindeparturetime,cricketscore).
Scanningisaveryimportantreadingskillthatisfrequentlyusedforreallifepurposes.

Nowgivethestudentsanactivitytopractisetheskillofscanning.Dividethemintopairsthengiveeachpairan
Englishnewspaper.Youshouldusedifferentnewspaperssothateachpairhasfreshinformationtosharewith
therestoftheclass.Eachpairshouldquicklyscantheirpagesandfindanswerstothelistofquestionsbelow.
Youcanaddtothelistdependingonthedesignofnewspapersinyourhometown.Rememberthatthisisa
scanningtask,sodonotletthestudentsspendtoomuchtimeonit.

1. Lookatthetopfronthalfofthenewspaper.Listthreemaintypesofinformationallnewspapersmusthave.

2. Whichitemonthefronttophalfofyournewspaperisinboldandinthelargestfontsize?

3. Notedownatleastoneinternationalheadlineonthefronttophalfofyournewspaper.

4. Doesthefrontpagecarryanyadvertisements?Whatproductisbeingadvertised?

5. Whichpagecoversthebusinessnews?Whatisthemostimportantpieceofnewsthere?

6. Flipthroughthepagesofyournewspaperandfindoutwhichtopics/areastakemorethanonepage.

7. Whichpagecarriestheeditorial?Istheremorethanoneeditorial?

8. Arethereanypagesespeciallyforchildren?Whataretheheadlines?

Afterthestudentsfinish,havethemthinkofwhatstrategiestheyusedtofindouttheinformationquickly.Elicit
pointsliketheyreadonlylettersinboldprint,theyskippedallthesmallercolumns,theireyesmovedvery
quicklyoverthepage,stoppingonlywhentheygotthespecificinformationtheyrequired,andsoon.

Youcanhavethempractisescanninginformationinthelessonsyouteacheverydaymakingthemlocatea
particularsentenceonapage,apagenumberofsomething,themeaningofawordgivenafterthelesson,the
numberofquestionsfollowingthelesson,etc.Alltheseeverydayactivitieshelpstudentsdeveloptheir
scanningskills.

Activity3:Understandingtextanddistinguishingtextstyle
Activity Thetextswereaddonotalldealwiththeirtopicinthesamestyle,anddonotallpresentinformationina
3 uniform,stepbystepmanner.Anefficientreaderisonewhocanrecognisethestyleofparagraphsinaprose
textandknowwhetheritdealswithamainidea,asupportingdetail,illustrations,adetourordigression.

Suchareaderthenknowswhichpartneedstobereadwithmoreattentiontodetail,andwhichpartneeds

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lessconcentration.Thisisnottosuggestthatefficientreadersarecarelesspeoplewhodonotreadapassage
thoroughlyitmerelymeansthattheycanvarytheirreadingspeedandcomprehensionaccordingtothe
purposeforwhichtheyarereading.

Inthisactivity,youwillbeabletohelpyourstudentsunderstandhowtorecognisewhetheraparagraphis
dealingwithmainorsubordinatepoints,examplesordigressions(thatis,thingsthatarenotdirectlyrelatedto
thetopic).Onewayinwhichthisisdoneisbynoticingtheuseofspecialphrasesthatgiveusthenecessary
clue.

Forthisactivity,firstgivestudentsthefollowingshortparagraphandaskthemtounderlinethemostimportant
sentenceinitandsayhowtheyrecognisedit:

UnlikemyfriendSamuel,Ienjoycomingtoschool.Regularschoolattendanceisveryimportantforthe
developmentofknowledge.Forexample,wenotonlygettolearnfromourteachers,wegetachancetochat
withourfriendsandsharejokes.Mycousinhasagoodstoreofjokes.

Theyshouldhaveunderlinedthesecondsentence,andthewordimportantwouldprobablyhavehelpedthem
decide.Nowhavethemmatchthesentencesintheparagraphwiththeheadingsinthesecondcolumninthe
tablebelow:

1. UnlikemyfriendSamuel,Ienjoycomingtoschool. Mainidea

2. Forexample,wenotonlygettolearnfromourteachers,wegeta Relatedidea
chancetochatwithourfriendsandsharejokes.

3. Mycousinhasagoodstoreofjokes. Example

4. Regularschoolattendanceisveryimportantforthedevelopment Unrelatedidea
ofknowledge.

(Answers:Sentence1Relatedidea,Sentence2Example,Sentence3UnrelatedideaandSentence
4Mainidea)

Drawthestudentsattentiontothefactthatpassagesusuallyhaveamixtureofallthesetypesofsentencesor
paragraphs,andsowemustrecognisewhichonesareimportanttoremember.Theseneedtobereadmore
slowlyandcarefully,whilealotoftimeneednotbespentonthelessimportantsections.Sumupby
introducingthetermsMainIdea,SubordinateIdea(relatedidea),Illustration(example)andDigression
(unrelatedidea).

Cluesthathelpusidentifydifferentstylesarefoundinexpressionslike:

Animportantpointhereis.../Wewanttoemphasisethat...(mainidea)

Thereasonforthisis.../Anotherideaconnectedtothisis...(subordinateidea)

Agoodexampleofthisis.../Forinstance,.../Iwouldliketoillustratethispointby...(illustration)

Bytheway,.../Wemaynoteinpassingthat.../Somethinginteresting,butnotdirectlyrelatedtothisis...
(digression)

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Formorepractice,giveyourstudentstheexercisesinResource3.Youcouldalsobringtotheclass
interestingpassagesfromstorybooks,newspapersormagazinesandhavethemidentifythefourcategories.
Tomakethemtesttheirreadingspeedandcomprehension,askthemtotimethemselvesandreadthe
passagesontheirownthefirsttime.Then,workingwithapartner,askthemtoidentifythemainand
subordinateideas,illustrationsanddigressions,andthenreadthepassageagain.Thistime,theyshould
improveinbothspeedandunderstanding.

Unitsummary
Summary Inthisunityoulearnedhowtoimproveyourstudentsreadingspeed,developingflexibilityinreadingby
learninghowtoskimforgistandscanforparticularinformation.Theunitalsotriedtoshowhowto
understandtextstructurebyrecognisingthedifferentwaysinwhichinformationispresentedintexts.When
studentslearntodistinguishbetweenmainpointsandsubordinateideas,identifyillustrationsand
recognisedigressionsinareadingpassage,theircomprehensionandspeedwillimprove,andtheywillbe
abletoreadwithefficiency.Studentsmustkeeppractisingtheseskills,becausetheymakeusefficient
readersthroughlifeandhelpusreadavarietyoftextswitheaseandunderstanding.Theseskillscanalso
betransferredacrosssubjectsandusedforreadingnonacademictextstoo.

Reflections
Reflection Hastheunitintroducedtechnicaltermslikeskimmingandscanningadequately?Doyouthink
newspapersareagoodlearningresource?Couldotherreadingcomprehensionactivitiesbedoneby
usingnewspapers?

Whatotherkindsoftextscanyouusetoshowstudentshowtoidentifymainandsubordinateideasina
text?

Assessment
Assessment Identifytwopassagesthatcaneachbeusedforpractisingbothskimmingandscanningskills.Thinkof
twoactivitiesthatwilltestyourstudentsabilitytoskimandscan.

Howcanweidentifymainandsupportingideasinapassage?Readatextandnoteatleasttwo
expressionsthathelpedyouidentifyamainideaandasubordinatepoint.

Resources
Resource1:Travelguides:Africasbestbeaches

Resource EgyptTheNileDelta(nearAlexandriaandtheRedSea)hassomebreathtakingbeaches.TheRedSea
1 areaistheidealspotforbothdivingandindulgingintouristactivitieslikevisitingthePyramidsandenjoying
thelocalculture.

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SouthAfricaAlthoughtheSouthAfricancoastishometosomeamazingbeaches,JeffreysBay(known
asJBay)istheplacetogoforworldclasssurfing.TimeyourvisittocoincidewiththeannualBillabongPro
competition.

MauritiusMauritiusisanexampleofhowtopbeachesareoftenfoundonsmallislands.Pereybere,Flic
enFlac,andIleauxCerfsallhavefabulousbeacheswhereyoucanrelaxthankstothesoundofthesurf,
thebeautifulskyandsand.

ZanzibarThisspiceislandnearEastAfricahasamazingwhitebeaches,traditionalfishingvillage,
upscaleresortsandfriendlylocals.Seekoutbeachesatthenorthendoftheisland.

Resource2:Practisingskimming
Onceyouaresureyourstudentsunderstandthepurposeofskimmingforanoverallidea,youcangivethem
ataskcentringontheclassbookcorner.Askeachstudenttopickupabooktheyhavenotreadbefore.
Resource WhenyousayGo,theyshouldquicklyskimthroughthebookforageneralunderstandingofwhatitis
2 about.Givethemfiveminutestodothis.Theyshouldflipthroughthebook,readthetitle,contentspage,
introductoryparagraphsandsummaryorlastpage.Noonemakesnotes.Afterthefiveminutesareover,tell
themtostop.Nowaskeachstudenttotellapartnerwhatheorshethinksthebookisabout.Thisshould
takenomorethanthreeminutes.Thentheotherpartnerdoesthesame.Thestudentscanrefertothebooks
theyskimmedthroughwhiletheytalk.

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YoucanrepeatthisexerciseseveraltimesduringyourEnglishclass.Forexample,beforestartinganew
unitorlesson,giveyourstudentstwoorthreeminutestoskimthroughthelessonandtelltheclasswhat
theythinkitisabout.Afterthelesson,decidewhetherthepredictionswerecorrectandtowhatextent.Allow
thestudentstotalkaboutthestrategiestheyused.Thiswillalertothersabouttheneedtoreadactively.

Resource3:Understandingtextorganisation

Resource Passage1
3
Lookatthepicture:Whatfishisit?Whatdoyouknowaboutthisfish?Haveyoueverseensuchafish?

Hereisashortparagraphonthisfish,butthesentencesarenotarrangedintheproperorder.Yourtaskisto
arrangethesentencescorrectlyandnumberthesentences:Write1overthemostimportantsentence,2
overasupportingdetailorsubordinateidea,3overanillustrationand4overanyunrelatedidea.

1. Areyouafraidofsharks?

2. Myunclesaysthatsharkshaveabadreputationjustbecausepeoplethinkthatallsharksarekillers.

3. Ihaventtakenaseasideholidayforthelastthreeyears.

4. Thelargestsharkslikethewhalesharkandthebaskingsharkarenotkillers.

5. Thereare,ofcourse,severalothertypesofsharksthatusetheirrowsofsharpteethtotearapart
everything,includinghumanbeings!

6. Butthenexttimeyouseeashark,trynottobescared.Evenifyoufallintothewater,itmaynotattackyou.

(Correctsequence:1,2,4,5,3,6)

Mainidea(1):2

Subordinateidea(2):1,5,6

Illustration(3):4

Digression(4):3

Passage2

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Doesyourfamilyrearcattle?Whatkindsofproductsdowegetfromcattle?

HereisapassageonlivestockfarminginKenya.Theparagraphsareallnumbered.Discussthemwitha
partner,andsaywhichparagraphsdealwithmainideas,subordinateideas,illustrationsanddigressions.

(Note:Somepassagesmaynotcontainallthesecategories.Inthepassagebelow,forexample,thereisno
digression.Drawthestudentsattentiontothisduringthediscussionandmakesuretheyunderstandthatit
doesnotsignalaweaknessinthetext.)

Beefandlivestockfarming

1. Beeffarmingistherearingofcattleformeatproductionwhereasdairyfarmingistherearingofcattlefor
milkproduction.Kenyahasacattlepopulationofabout10millionherds.

2. BeeffarmingiswidespreadinKenyabutmorecommonindrierpartsoftheriftvalley:NorthEastern,
EasternandNyanza.About90percentofbeefcattleinKenyaarekeptbysubsistencefarmersand
pastoralists.TherearecattleranchesinLaikipia,TransNzoia,Malindi,Molo,andKajiando.

3. ExamplesofbreedsareZebuandBorancrossbreedsincludeHereford,AberdeenAngusandGalloway.
Beefisconsumedcountrywide.CanningandfreezingaredoneinNairobi,ThikaandNakuru.

4. Dairyfarmingisimportantforthefollowingreasons:

i. Itprovidesmilkwhichisasourceofprotein

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ii. Milkisusedintheproductionoftheotherproductssuchaschocolate,biscuits,sweets,butterand
cheese

iii. Theanimalwasteisusedasmanure

iv. IthasalsoledtotheestablishmentofindustriesandKenyaMeatCommissionthatoffersemployment

5. ThefollowingarethemostcommondairybreedsinKenya.

Friesian:Whiteandblackincolour.The Ayrshire:Whiteandredincolour.
foreheadandthefeetareusuallywhite.

Jersey:Brownincolourandthesmallestof Guernsey:Brownincolour.Someare
thefourbreeds. whiteontheirlowerabdomen.

Teacherquestionandanswer
Feedback Question:HowdoIhelpstudentstransferthesubskillstheyhavelearnedhereto
helpthemreadmaterialonothersubjectsefficiently?

Answer:Youcanencourageyourstudentstoapplytheirnewskillstoothersubjects
byhavingthembringpassagesfromothersubjecttextbookstotheclass.Encourage
themtobringtotheclasspassagesortextsthattheyhavebeenfindingdifficultto
understandorremember.

Engagetheminpeeractivitieslikereadingthetextquicklyforanoverallidea,and
thenworkingtogethertolocatethemainideasandillustrations.Youcanevenask
onepairtoreadthetextindetailandmakeupasetofscanningquestionstoask
anotherpair,andsoon.Thiswillensurethateveryonereadsthetextsactively,and
learnstousetheirsubskillsefficiently.

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