Sabtu, 25 April 2020

Skills Used to Read: Skimming, Scanning and reading Comprehension

Skills Used to Read: Skimming, Scanning and reading Comprehension | Well, at this moment we will lead you to learn about Skills Used to Read: Skimming, Scanning and reading Comprehension. Let's start with Skimming.


Ever you heard about skimming, scanning, read critically, and others? If not, I am going to give you a short explanation about those all. As far as I know,  Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're 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.

The second one is Scanning, Scanning 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're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it. 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.


We define reading comprehension as the process of simultaneously extracting and constructing  meaning through interaction and involvement with written language. We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension.

Comprehension entails three elements:

• The reader who is doing the comprehending
• The text that is to be comprehended
• The activity in which comprehension is a part.

In considering the reader, we include all the capacities, abilities, knowledge, and experiences that a person brings to the act of reading. Text is broadly construed to include any printed text or electronic text. In considering activity, we include the purposes, processes, and consequences associated with the act of reading.
(Read critically and Read extensively will be discussed later) DEVELOPMENT MATERIAL

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