INTENSIVE

READING

Definition:
- Involves the detailed reading of a text with
two goals through a deliberate focus on these
items.
1. Understand the text
2. Learn the language features
Nation (2004)

Characteristics:
- Readers focuses on identifying the key
words/main ideas.

- Reader reads with a purpose.

-Texts are read carefully and thoroughly,
again and again

Importance/ Advantage:
- Provides a base for students to
develop a greater control of language
- Improves reading comprehension

Why do intensive reading?

- To introduce students to the different features
of English language.
Eg:
- He is going to throw up the food he just ate
- Build more language knowledge rather than
simply practice the skill of reading.
Disadvantage
- It does not solely gives joy and
pleasure to students.
- It gives too much emphasize on
language side.

Ways to encourage/engage students in intensive reading:

- Start from easy to hard.
- Provide a situation for the students by choosing the
comprehensible and interesting materials
- Provide a more friendly and less authoritative atmosphere in the
classroom.
- Post Q&A questions

EXTENSIVE
READING

Definition
-Involves students reading long texts or large quantities for
general understanding, with the intention of enjoying
(Graham Stanley, 1997)

Aim
To build
reader
confidence
and
enjoyment
(Graham
Stanley,
1997)

EXTENSIVE
READING
ACTIVITIES USED BY THE
TEACHERS
1) EXCHANGE BOOKS AMONGST
THE STUDENTS
2) Q & A
= READING + SPEAKING

CHARACTERISTICS
(Graham Stanley,
1997)
1) LESS BORING
2) LEARNERS
CENTERED
3) READING IS
INDIVIDUAL
AND SILENT

READING ALOUD

READING ALOUD
Why Is it important ?
Definition :
-pupils read the text
given aloud, involves
vocalization and
pronunciation
-either a single pupil
reads and others
listen or different
pupils take turns to
read different parts
(Nesamalar
Chitravelu)

-to build the knowledge the students

require for eventual success in reading
( Anderson et al. 1985)
-makes complex ideas more accessible to
students and expose them to vocabulary
and language patterns that are not part of
their daily speech (Fountas and Pinnell
1996)
-Listening to others read helps students
develop key understanding and skills, such
as an appreciation for how a story is
written and familiarity with book
conventions, such as "once upon a time"
and "happily ever after" (Neuman et al.
2000)

Benefits :
-increases students' vocabulary
development and
comprehension growth
- has potential to increase
motivation to want to read
while building the knowledge
necessary for the successful
acquisition of reading and
writing (Klesius and Griffith,
1996)
-builds and supports their
listening and speaking abilities
and enhances their overall
language development
(Barrentine, 1996; Sipe, 2000)

Strategies on how to encourage

and engage students :
-Anticipation guide give
statements that relate to the
story or text. The students have
to listen closely and think about
what they hear. After the story,
the students either agree or
disagree with each statement.
-Opinion / Q&A session students
can ask questions about the text
or even express their opinions or
comments about the text

Silent Reading

Definition:
defined as an in-classroom reading activity in which students are given a certain amount of
time to silently read self-selected material for pleasure or information.

Benefits:
1. silent readers absorb the thought from the
text
2. silent readers immediately get the thought
3. the meanings of the words are most
important.
4. reading rates of silent readers are likely to
be considerably faster and varied
5. provides deeper insight
6. More effective

Activities:
1. open-ended questions
2. True and False Questions
Purpose:
1. Can be used for a variety of purposes,
including reading for specific information,
enjoyment, and self-study.
2. gives pupils the choice to select what they
want to read, that brings joy and interest to
our pupils
3.improve students' understanding

References

http://orelt.col.org/module/unit/2-reading-silently-understanding-and-speed

module ppg

http://www.reading.ccsu.edu/TLL-G/Vol5No1FA06/ChristineBurnsPiscitelliGroup.html

Nesamalar Chitravelu. (2005). ELT Methodology