Name: _______________________________ Yr.

:_________Major: _______________

CHAPTER I
MACROSKILL READING

"The man who reads well is the man who thinks well"

I. INTRODUCTION

Reading is essential to success in our society. The ability to read is highly valued and
important for social and economic advancement. Of course, most children learn to read fairly
well. In fact, a small number learn it on their own, with no formal instruction, before school entry
(Jackson, 1991; Jackson et al.). A larger percentage learn it easily, quickly, and efficiently once
exposed to formal instruction

Reading is an activity with a purpose. A person may read in order to gain information or
verify existing knowledge, or to critique a writer's ideas or writing style. A person may also read
for enjoyment, pleasure or to enhance knowledge of the language being read.

Reading, activity characterized by the translation of symbols, or letters, into words and
sentences that have meaning to the individual. The ultimate goal of reading is to be able to
understand or comprehend written material, to evaluate it, to appreciate the contents of the
written materials and to use it for one's needs. In addition, reading requires creativity and critical
analysis. Readers use a variety of reading strategies to assist with decoding (to translate
symbols into sounds or visual representations of speech) and comprehension. Readers may
use morpheme, semantics, syntax and context clues to identify the meaning of unknown words.
Readers integrate the words they have read into their existing framework of knowledge.

WHY WE READ?
Reading means many things to many people. Reading can be one of man's deepest
pleasures. It extends experiences, world's excitement, pleasure, satisfaction and wisdom.
Reading is the magic key into the world of enlightenment and enjoyment.It is great satisfying
pleasures of human beings. He will win the respect and good opinion of others.

A good reader is one who can derive the meaning easily from a written materials and go
on to analyze and apply that meaning. He may acquire the correct meaning, analyzing the
author's point of view and applying what one's learn from reading to real life situations. Reading
enables man to ponder the mysteries of the world, explore accumulated knowledge to the
unknown words. From this search, he begins to discover answers to questions; he is stimulated
to raise more questions, and to continue his pursuit for deeper understanding. Many individuals
read satisfactorily. Develop students' awareness of the reading process and reading strategies
by asking students to think and talk about how they read in their native language. Allow students
to practice the full repertoire of reading strategies by using authentic reading tasks.

This is seemingly simple question though it is filled with complexity. People from various
disciplines have attempted to define reading some of them are educators, psychologist, and
linguists to have filled volumes with their definitions of reading. Their views about reading may
be summarized as follows:

1. It is an active dialogue between the author and the reader. The efficient reader is ready to
evaluate and criticize reading materials
2. It is the basic tool for learning in all subjects (mother of all study skills).
3. It is decoding (to convey into plain language) written symbols and getting meaning into the
printed page.
4. It is the process of interpreting, reasoning, problem solving and imagining.
5. According to William Gray (1950), the Father of Reading defines reading as a four –step
process: a. Perception of the word
b. Comprehension of its meaning
c. Reaction to the meaning in terms of prior knowledge
d. Integration of the idea into one’s background of experience
6. According to James Russell Lowell, he defined “reading is the key which admits us to
the word of thought, fancy and imagination. It enables us to see with the keenest eyes
(eager/sharp), hear with the finest ears and listen to the sweetest voices of all times.

DEVELOPMENTAL READING is the name given to a branch of reading instruction

designed to support students in content area classes, such as social studies history, and
the sciences. Developmental reading programs teach students strategies for engaging
content texts, such as textbooks, articles, and resource books that they will encounter in
high school and beyond, in higher education settings. 

REMEDIAL READING: "Remedial reading helps students become more proficient in

reading."
 The term remedial refers to correcting or improving deficient skills in a specific
subject. Thus, remedial reading is a change in instruction that helps remedy a
weakness in reading.
 The Remedial Reading are designed primarily to aid children who have become
retarded in reading. In applying this exercise, the remedial teacher should first
determine the status of the child and whether these exercises are applicable to his
difficulties.
 Remedial Reading method work best for student with learning dis abilities.
There is no perfect method for teaching reading, and no one method works for
everyone. However, there are several research-based programs that can help struggling
readers. The following articles highlight some of these programs:
 Strategies that work for student with dyslexia.
 A conversation with overcoming dyslexia.
 General information about dyslexia.
 Instructional grouping for reading student with learning disabilities.
Remedial Reading method work best for student with learning dis abilities.
There is no perfect method for teaching reading, and no one method works for
everyone. However, there are several research-based programs that can help struggling
readers. The following articles highlight some of these programs:
 Strategies that work for student with dyslexia.
 A conversation with overcoming dyslexia.
 General information about dyslexia.
 Instructional grouping for reading student with learning disabilities.

FIVE THINKING STRATEGIES OF GOOD READER

1. Predict: Good readers make predictions about thoughts, events, outcomes, and
conclusions.
 2. Picture: For good readers, the words and ideas on the page trigger mental images that
relate directly or indirectly to the material. Smith described two types of information
necessary in reading, namely: Visual information- taken from the printed page and
Nonvisual Information- includes our understanding of the relevant language, our
general ability in reading, and our knowledge of the word.
3. Relate: When you relate your existing knowledge to the new information in the text, you
are enhancing the material and making it part of your framework of ideas.
4. Monitor: Check understanding. Monitor your ongoing comprehension to test your
understanding of the material. Keep an internal summary or synthesis of the information
as it is presented and how it relates to the overall messages. You must monitor and
supervise your own comprehension. Good readers seek to resolve difficulties when they
occur; they do not keep reading when they are confused.
5. Correct gaps in understanding: Do not accept gaps in your reading comprehension.
They may signal a failure to understand a word or a sentence. Seek solutions, not
confusion.

HOW TO STRENGTHEN YOUR READING COMPREHENSION

1. Analyze the time and place in which you are reading- If you have been reading or
studying for several hours, mental fatigue may be the source of the problem. If you are
reading in a place with distractions or interruptions, you may not be able to understand
what you are reading.
2. Rephrase each paragraph in your own words- You might need to approach
complicated material sentence by sentence, expressing each in your words.
3. Read aloud sentences or sections that are particularly difficult- Reading out loud
sometimes makes complicated material easier to understand.
4. Reread difficult or complicated sections-At times, in fact, several readings are
appropriate and necessary.
5. Slow down your reading rate- On occasion, simply reading more slowly and carefully
will provide you with the needed boost in comprehension.
6. Turn headings into questions- Refers to these questions frequently and jot down or
underline answers.
7. Write a brief outline of major points- This will help you see the overall organization and
progression of ideas.
8. Highlight key ideas- after you have read a section, go back and think about and
highlight what is important. Highlight forces you to sort out what is important and sorting
process builds comprehension and recall.
9. Write notes (KEYWORDS) - Explain or rephrase difficult or complicated ideas or
sections.

CHARACTERISTICS OF THE READING PROCESS

1. Reading is a two-way process (author and the reader) - communication between the
author and reader. Avoid poor comprehension (knowledge).

 COMPREHENSION- It refers to the ability of the reader to understand what he is

reading, interpret ideas and meaning to the printed materials (the power of
understanding).
  COMMUNICATION GAP- It is the failure of understanding because of lack of
information

2. Reading is an active process-(it is thinking process)-A reader usually reacts

physically, emotionally or intellectually on what he reads. The ability to comprehend the
printed words. (the more you read, the more you grow or the more you read, the more
you gain).

3. Reading is largely visual process- good eyesight is required in good reading. Some
individual, they are easily perceived and identify through illustrations or graph on what it
means and they can easily interpret it the meaning on what the illustration emphasize.
Examples: The English people read from left to right
The Hebrew people read from right to left
The Chinese people read from top to bottom
4. Reading makes use of linguistic (study of language) system –It enables the reader to
become more effective or competent reader of written language, symbols and signs. A
reader who has some knowledge of the syntax (sentence structure/ language rule) and
morphology (formation of words) of a language can interact more effectively with the
printed form of that language.

MODELS OF READING STRATEGIES

Bottom-up processing- A bottom-up reading model is a reading model that emphasizes the
written or printed text, it says that reading is driven by a process that results in meaning (or, in
other words, reading is driven by text) and that reading proceeds from part to whole.
Bottom-up processing happens when someone tries to understand language by looking at
individual meanings or grammatical characteristics of the most basic units of the text, (e.g.
sounds for a listening or words for a reading), and moves from these to trying to understand the
whole text.

Top-down processing

Top down reading means taking prior knowledge into account when encountering a new
text, so that a student's active schema related to a particular topic or theme helps them
incorporate what they learn from their reading.

Interactive model of reading

An Interactive Reading Model is an attempt to combine the two models, the top-down and
bottom-up. It selects the strong point of both models and integrates them in learning to read.
Reading is understood at once ass both perceptual and cognitive process. The most evident
benefit of this model is the opportunity for the differentiation that it provides students.
Students are not required to fit into a set mold or have identical skill sets to decode and interpret
text. They are encouraged to use their own strengths to gain understanding and new information
During and after reading: Monitor comprehension
 Verify predictions and check for inaccurate guesses
  Decide what is and is not important to understand
 Reread to check comprehension
 Ask for help

After reading: Evaluate comprehension and strategy use

 Evaluate comprehension in a particular task or area
 Evaluate overall progress in reading and in particular types of reading tasks
 Decide if the strategies used were appropriate for the purpose and for the task
 Modify strategies if necessary

HABITS THAT GENERALLY AVOIDED WHEN READING:

1. Vocalizing
- this is the act of sounding out each word as if you were reading aloud.
2. Word by word reading
- this reading is time consuming and demands a high level of concentration. People use
this type of reading for unfamiliar words and concepts, scientific formulae. It can take
up to an hour just to read a few lines of text.
3. Word Blocking
- this is done when you stop to worry about an unfamiliar word. It will break the flow of
your reading.
4. Number attraction
- some readers come to a complete stop every time they reach a number or numerical
data. This should be avoided unless you want to study thoroughly the detailed
content.

SOME IMPORTANT THINGS THAT READING DOES FOR US:

1. Reading makes us well- informed
It means of gaining and acquiring to various areas of knowledge. Through reading you:
1. learn some guidelines for human success. (primary avenue of success)
2. realize that books tell us how to be happy, relax and satisfy when we are sad, how
to grow thin when fat or fat if thin.
3. acquaint yourself on how to locate well the different places, things and steps or
procedures.
2. Reading stimulates us to know the undiscovered mysteries
It means of knowing the difficult vocabulary words. It gives additional information about
the unfamiliar words for us to recognize the word that we did not yet encountered. It
encourages and motivates us to become more initiative in finding answers such as the
mysteries / undiscovered words.
3. It enables us to acquire a clearer and deeper understanding of reality
It gives more information on the recent or latest issues on what is happening in the world
through reading such printed materials to have a clear idea.
4. Reading is a form of therapy
If the person is fun in reading, he will attain lessen/reduce burdens in life such as stress
and boredom because it gives satisfaction and pleasure in life. (for entertainment) and it
is a way/form of forgetting problems/ difficulties in life. Recreatory reading materials
provide for the development of appreciation and taste in selection and enjoyment of
reading matter.
5. It helps us to aware and uplift (strengthen) our poor reading abilities or
weaknesses (reading difficulty). "Constant practice makes you BETTER" and have
 “self –determination and positive thinking” to overcome our difficulties in reading.
Students who use his/ her initiative in improving his/ her difficulties in reading will
achieve success.
6. Reading guides us to Primary Avenue of Knowledge.
7. Reading is the magic key into the world of enlightenment

TYPES OF READERS
According to J.A. O’BRIEN, an expert in the field of reading instruction, there are
essentially three types of readers.
1. MOTOR READERS- motor readers are lip movers or vocalizers. Such readers are extremely
slow readers as they accompany their reading with various movements of the muscles of
articulation.
2. AUDITORY READERS- auditory readers “hear” the words they read, but they do not sub-
vocalize to themselves. They are very much aware of saying words in their mind, although their
speech organs are completely at rest.
3. VISUAL READERS- visual reading is the fastest. Visual readers do not “hear” what they are
reading. They simply see word and understanding its meaning.

FOUR PROCESS OF READING (Accdg. to MILES ZINTZ)

1. WORD PERCEPTION- It refers to the ability to pronounce the word as a meaningful unit.
It involves sensation, the eyes to see the printed symbols and signs, illustration in any
materials.
2. COMPREHENSION- This skill will make the individual constructs useful ideas as they are
read the context (information). This skill helps the reader to grasp or easily follow the total
/ entire meaning and importance of the passage or the phrases like specific details/ facts,
sequence, tone (manner) and thoughts (opinion).
Comprehension is also the process of constructing meaning by taking the relevant
ideas from the text (printed words) and relating them to ideas you already have; this is
the process of the reader interacting with the text. No matter how long or short the text
passage, the process occurs in the same manner. By identifying the relationships and
ideas the author presents, you develop understanding of what you are reading. You
relate the new ideas already stored in your memory.
Ex. If the reader has no experience or has limited experience with a given topic, the
reader will have a difficult experience in interpreting, understanding and evaluating/
analyzing the topic on what is all about and possible the reader’s background greatly not
attain comprehension.

LEVELS OF COMPREHENSION:
A. LITERAL LEVEL
 The literal level applied to the contents of textbook produces knowledge of
what the author said or to get the author’s message. As a reader, you
decode (interpret) words, determine what each word means in a given
context and recognize that there is some relationship among words which
represents what the author has said. Under this level, questions start with
WHO, WHAT, WHERE AND WHEN.

B. INTERPRETATIVE LEVEL
 The interpretative level or reading between the lines is applied to what the
author said to derive meaning from statements. You look for relationships
among statements within the text you have read. HOW and WHY questions
 are often asked that call for some reasoning, implications (suggestions),
conclusions and interpretation provided from reading the text/ selection.

C. CRITICAL ANALYSIS OR CRITICAL EVALUATION

 This level requires the reader to evaluate or weight the facts, events,
characters viewpoints, then make judgments about the worth of these and
the effectiveness of the way they are presented in the selection. This
involves how the readers can distinguish the literal meaning of words from
suggestions or intentions expressed in the selection.

D. APPLICATION
 The applied level refers to what the author said and what the author meant
by what she/ he said and applies it in some practical ideas or you give
additional insight or point of view aside from the ideas of the author (give
additional ideas which outside on the text)

E. REACTION
 It pertains to the ability to judge (evaluate/critic) what the author said in the
context. The reader should know how to judge correctly, know the worth of
the context and should identify how to compare and contrast the bad and
good judgment. Open-mindedness is very significant in giving reactions in
any literary pieces or articles. This judgment is the result of critical reading
and experience.
Examples: value judgment, experiences or ability to recreate sensory
images- emotional level.

F. ASSIMILATION/INTEGRATION
 This is the reaction or the feedback of the reader. This is the ability on how
the readers assimilate (adapt) idea or concept into one's background of
experience and on how to incorporate the message/ meaning of the articles
given in order to have clear and accurate

G. CREATIVE THINKING

 This is the highest level of understanding. Through this, he creates new

ideas or new ways of expression with the use of whatever understanding he
got of the text.
 CATEGORIES OF LEVEL OF COMPREHENSION
A summary of the adding skills that constitute the level of comprehension may be categorized as
follows:
A. FIRST DIMENSION( LITERAL COMPREHENSION/UNDERSTANDING)
a. noting stated facts and details
b. Associating questions with speakers
c. identifying the characters speaking
d. understanding punctuations
B. DIMENSION SECOND(interpretative)grasping fully the ideas of the author including
supplementary meaning)
a. making inferences
b. drawing conclusions
d. making comparisons and contrasts
e. sensing cause and effect relationships
f. getting the main idea
g. giving opinions or reactions
h. organizing and classifying
i. producing evidences
C. THIRD DIMENSION (CRITICAL ANALYSIS) Judging worth of ideas and effectiveness
of presentation
a. evaluating accuracy of information
b. evaluating relevance of ideas
c. evaluating authenticity and authoritativeness
d. identifying techniques of author’s pattern of organization
e. recognizing readers’ needs
f. judging competency of author
 D. FOURTH DIMENSION (INTEGRATIVE LEVEL) interpreting ideas read with previous
experiences so that new insights, understanding
a. making comparisons and contrasts
b. making applications to self and life
c. extending reading interests

DIFFERENT KINDS OF READING

1. SKIMMING
 Skimming is a quick reading to get the general meaning
 Skimming is a more complex task than scanning because it requires the reader to
organize and remember some of the information given by the author, not just to locate it.
 Skimming is a tool in which the author's sequence can be observed, unlike scanning in
which some predetermined information is sought after. 

When it is used
 Skimming is used when reading some general question in mind.
 Skimming is used to build student confidence and an understanding that it is possible to
gain meaning without reading every word in a text.
 Skimming is used as part of the SQ3R method of reading, often for speed reading. This
method involves the student in surveying, questioning, reading, reviewing and reciting.
Skimming is used for the initial survey and for review.

Role of the student

 Students read through the text in the following manner:
1. Read the title if any and read the introduction or the first paragraph.
2. Read the first sentence of each of the following paragraphs.
3. Read any headings or sub-headings.
4. Look at any pictures or phrases that are in boldface or italics
5. Read the summary or last paragraph.

2.SCANNING
What it is
 Scanning is a quick reading, focusing on locating specific information.
 Scanning involves quick eye movements. 
 Scanning is used when a specific piece of information is required, such as a name, date,
symbol, formula, or phrase, is required. The reader knows what the item looks like and
so, knows when he has located what he was searching for.  

Role of the Student

 The student forms questions before reading. What specific information are they looking
for?
 The student looks for contextual clues. The student tries to anticipate what the answer
might look like and what sorts of clues would be useful.
 The student is aware of the graphic form that the answer may take, such as a numeral, a
written number, a capitalized word, or a short phrase that includes key words.
3. COMPREHENSIVE READING
This is focus on scientific texts which contain a great deal information or facts. The student
must read carefully and slowly in order to get easily the information and understand the
materials.

To read scientific material comprehensively, the student must learn and practice the
following:

A. Vocabulary Recognition- it focuses on word analysis, use of the dictionary, and use of
context clues are usually done by the students. CONTEXT CLUES- is the words with
unfamiliar word which may shed light on the meaning of the word.(it is an assist in
discovering meaning of unknown words.) The students should be acquainted with the
unknown words/terms.
B. Sentence Comprehensive

FOUR TECHNIQUES WHICH ARE HELPFUL TO UNDERSTAND A SENTENCE:

a. Sentence Analysis- sentence pattern is helpful so that the student be able to break the
sentence into its parts. Analysis will help the student recognize the main verb, the subject
and the predicate.

b. Recognizing punctuation clues- punctuations help to suggest the writer's ideas. The
student must recognize the meaning of the different kinds of punctuations and the use of
each punctuation mark to avoid confusion and mistakes in writing the punctuations.

c. Recognizing reference terms- A reference term is a word used to replace another word
so that the writer does not have to repeat the same word again and again. (Avoid
Redundancy of the Words). See to it the appropriate or the proper words to be used.

The comprehension classified according to the three levels of thinking involved:

1. Literal (reading the lines)- requires the reader to remember or recall facts explicitly or
directly found in the material read,
2. Inferential (reading between the lines) requires the reader to look for indirect information
in the selection.
3. Critical (reading beyond the lines)- takes place when the reader evaluate the materials
read, gives judgment or opinions on ideas read using his prior knowledge or background
experiences in relation to the information read.
c. Interpreting illustrations- it focuses on pictures, tables, maps and graphs that be
interpreted properly. You interpret what does it means the illustrated pictures, tables and
graphs in the selections.

4. INTENSIVE READING
What it is
 Brown (1989) explains that intensive reading "calls attention to grammatical forms,
discourse markers, and other surface structure details for the purpose of understanding
literal meaning, implications, rhetorical relationships, and the like."
 to understand the factual, exact surface meanings in the text
5. EXTENSIVE READING
What it is
 Brown (1989) explains that extensive reading is carried out "to achieve a general
understanding of a text."
 The aims of extensive reading are to build reader confidence and enjoyment.
 Extensive reading is always done for the comprehension of main ideas, not for specific
details.
Role of Student
 The student assumes total responsibility for developing reading ability.
 The student reads without the use of a dictionary.
 The student usually chooses their own material and moves along at their own pace but
must push themselves to show greater progress.
Advantages
 The students may develop a "reading habit", gain more confidence in reading, improve
their attitude towards reading and become more motivated to read, feel more
autonomous over their own learning and take more initiative, become more " independent
readers", being  able to read for different purposes and being able to change reading
strategies for different kinds of texts, expand sight vocabulary and increase reading
comprehension 

6. CRITICAL READING- it is the reader to consider the facts carefully. This is used on
periodicals, books and advertising materials which are loaded/ printed.
To be able to read critically, the student must learn to:
1. examine the consistency of the material
2. distinguish facts from opinion
3. explain inferences (conclusion) from the material
7. NOTE -TAKING- it is to gain more from his reading, the student should take notes as he
reads. This will help him understand / recognize better as well as to retain what he has read.
Note-taking involves:
1. Write the key points (gist/ main idea) but it should be legible and readable
2. Use acronyms, symbols, abbreviations, and diagrams
3. Be organize and accurate in jotting down
8. STUDY READING- the learner gets a maximum understanding of the main idea and their
relationships.

READING FORMULA (SQ3R's) IN STUDY READING:

a. S-stands for Survey- First locate the selection you are going to study. Get an overall
sense of your learning task before proceeding to details. Check the title, headings,
subheadings and other indications of the main outline of the chapter. Look up at pictures,
maps, graphs and other illustrations and read the captions under them. Finally, look for
list of key words and watch for these words later when you read the chapter more closely.
b. Q- stands for Question- During the survey, write down questions like these: What does
the title mean? How are the pictures or illustrations related to the topic? What is the
meaning of this new word?
c. R- stands for Read- If there is an assignment given. Compare what the author says with
what you already know and what he has said earlier in the chapter or selection. Relate
what he says in each topic to the total view of the chapter/ selection which you obtained
in the survey or you may read to answer the questions that you have formulated for
yourself.
 d. R- stands for Recite- Be sure you can visualize the basic organization of the chapter/
selection. Go back over your notes and recall the major ideas they suggest to you.
Recite important names, dates or other facts that are keys to the total meaning of the
chapter/ selection.
e. R- Stands for Review- Go over the material or look over the entire passage. Do not read
and check how well you remember the major ideas that you are supposed to remember.
Just look at the headings, pictures, captions, review questions and other study aids to
make sure have a complete. This step will do much to impress the material on your mind
so that you will be able to recall it in class and remember it for your final tests.

9. ANALYTIC READING- is the type that demands careful attention to each word or in relation
to other words in the sentence or paragraph.
Ex. Mathematical theorems and problems, scientific formula and key ideas require a questioning
mind.

10. NARCOTIC READING- readers get rid (free) of his everyday trouble, depressions, and
frustrations, problems through reading magazines, stories and novels.

READING SPECIALISTS AGREE ON THE DEFINITION OF THE FOLLOWING TERMS IN

READING
 Reading deficiency- it pertains mild to severe retardation in learning to read which is
different with the individual's general intelligence and with his cultural, linguistic and
educational experience.
 Remedial Reading- is a remedial treatment- a remedy to uplift/enhance the reading
weaknesses.
 Dyslexia- it is a defective reading which may represent loss of competency following
brain injury or degeneration or a degeneration or a developmental failure to profit from
reading instruction.
 Retarded Reader- one whose reading achievement is less than that expected of his peer
group. To be retarded means to be behind or to be delayed in arriving. A retarded
reader is one who is behind in the normal or expected pattern of achievement. This
includes all individuals who have achieved less than normal.
COMMON READING DEFICIENCY
Researchers found out many common reading deficiencies:
1. Lack of vocabulary or inability to give meanings of words.
2. Inability to appreciate the general significance of a selection.
3. Inability to follow precise directions
4. Inability to grasp the thought of the selection
5. Faulty eye movement
6. slow oral reading rate
7. Confusion between letters and the sound they represent
8. Difficulty remembering or summarizing what is read

The following disabilities in oral reading were noted:

1. word by word reading 5. stammering
2. ignoring punctuation 6. substitution of words
3. habitual repetition 7. omissions
4. lack of concentration
DYSPHEMISM
When someone uses a negative or insulting term in place of a neutral or positive term, it is
called dysphemism. Epithets are a type of dysphemism.
Examples of Dysphemism:
Using "Looney Bin" in place of mental hospital.
Using "Faggot" in place of homosexual.
Using the term "Nutcase" for someone with a mental illness.
Using "Tub of Lard" for someone who is overweight.

RECENTLY COINED ENGLISH WORDS, TERMS AND EXPRESSIONS WITH THEIR

MEANING
The English language is notoriously fast in adapting to the changing world. Every year around
1000 new words enter English from every area of life where they represent and describe the
changes and developments that take place from day to day. New vocabulary emerged in the
20th century to adapt to technological developments and the changes in society. With the arrival
of the Internet and mobile phones other new words appeared. Here are some words and
expressions that have been coined in recent years. Some can be found in official
dictionaries; others may never make their way there, but new words will continue to
appear as the English language adapts to innovations and trends.

acrobranching
An adventure sport involving acrobatics in trees using zip lines and climbing harnesses.
affluenza
A blend of 'affluence' and 'influenza'.
A social disease resulting from extreme materialism and excessive consumerism: earning more
money and consuming more, which can lead to overwork, debt, stress, anxiety, etc.
afterparty
A relaxed social gathering which takes place after a party, a concert or any other crowded
event.
agritourism
A form of tourism in which tourists stay on farms or in agricultural villages, and often participate
in farm activities.
alcopop
Fruit drinks fortified with alcohol, designed and marketed to appeal to young people.
amazeballs
Used to say that you find something extremely good, very enjoyable, impressive, etc.
analysis paralysis
The total inability to reach a decision due to over-analysis of a situation.
anklington
Blend of the words 'ankle' and 'wellington'.
A short wellington boot. A wellington boot is a rubber boot worn in wet conditions.
anonymouse/ anonymice
People who wish to remain anonymous when they give information, essentially because they
are afraid of scandal
app
Abbreviation of 'application'.
A computer program written for a specific task and designed for use on a mobile digital device.
applepick
Steal someone's iPhone.
audiophile
A person who loves and collects high-quality audio recordings and equipment.
asbo
Anti-social behavior order.
A civil order made against a person whose behaviour causes major disturbance to others
(drunkenness, vandalism, etc.). The individuals concerned may be banned from a specified
area.
avatar
A graphical image representing a person on the Internet. For example, an avatar can represent
a player in online games, chat rooms, etc.
baggravation
Blend of the words 'bag' and 'aggravation'.
A feeling of annoyance and frustration at the airport when your baggage has not arrived but the
other passengers' bags have.
bashtag
A bashtag is a hashtag (#) that is used to make critical or abusive comments on social
networking services such as Twitter.
binge drinking
Drinking excessive amounts of alcohol in a short space of time, or drinking to get drunk.
binge thinking
Thinking excessively about a problem in a short period of time.
binge watching
Watching multiple episodes of a TV programme in rapid succession.
bitcoin
Bitcoin is both a crypto currency and an electronic payment system. It allows people to send or
receive money across the Internet without going through a financial institution.
black swan
An extremely rare and unexpected event of large magnitude and consequence, for example the
2004 Indian Ocean earthquake or the 2008 financial crisis.
bloatware/ fatware
Pre-installed software that occupies a lot of space on a computer or phone, leaving little memory
for storing personal data.
blook
A blend of 'book' and 'blog': a book written by a blogger.
bluejack/bluejacking
Sending anonymous text messages to another person's mobile phone by using the Bluetooth™
networking system.
bookaholic
A compulsive book buyer or a prolific reader.
brain waste
The problem of skilled immigrants who are forced to accept positions far below their educational
level in their new country is known as "brain waste".
breadcrumbing
A navigation technique which helps users by displaying a list of links to the pages they have
visited when exploring a website, for example: vocabulary > business English vocabulary >
business letters.
brexit
Blend of 'Britain' and 'exit'.
The departure of the United Kingdom from the European Union.
brick
1) An early model of a mobile phone with limited functionality.
2) A smartphone or other electronic device that is broken or has ceased to function.
brinner
Blend of 'breakfast' and 'dinner'
A meal served in the evening consisting of food usually eaten at breakfast (eggs, bacon,
sausages, pancakes, etc.).
bromance
Blend of 'brother' and 'romance'.
A close non-sexual relationship between two men.