Skimming and scanning

Teaching strategies for reading comprehension

Best for:
• Year level: 5–9
• Phase of learning: surface

Overview
Description Students learn two complementary reading techniques: skimming and
scanning.
Skimming is used to quickly obtain the main idea of a paragraph, page,
chapter or article and a f ew (but not all) of the details. It is useful when
deciding whether a text is likely to be relevant and helpful for the reader’s
purpose.
Scanning is used to quickly locate a specific detail (e.g. a date, name or a
specific phenomenon) in the text. The reader does not try to gain an overall
sense of the text.
Skimming and scanning can be used together. For example, a reader might
skim a text to decide whether it is useful to answer a specific inquiry question
and then scan it f or details. Alternatively, a reader might start by scanning for
some specific details and then skim the article to confirm its relevance and
appropriateness.

Learning focus Processes

(based on National • navigate texts using common signposting devices such as headings, sub-
Literacy Learning headings, paragraphs, navigation bars and links (UnT7)
Progression) • skim and scan texts for key words to identify main idea (UnT8)
• select reading/viewing strategies appropriate to reading purpose (e.g. scans
text f or evidence) (UnT9)

Teacher preparation When introducing skimming, clarify the purpose for the reading — f or
example, ask, Will the text help answer a specific inquiry question? What
perspective does this text provide on the topic? How easy or difficult to read is
the text likely to be? Is the text likely to be engaging?
When introducing scanning, first decide on a focus for reading. This focus can
be negotiated with students, for example, a specific inquiry question or topic.
Select texts to use for modelling and guided practice. For scanning, consider
selecting texts that are f amiliar to students. This allows them to anticipate
more accurately where in the text they can locate the required information.
220149
 Suggested implementation
Skimming
1. Clarify the purpose for reading, for example:
• to determine if a text will be engaging
• to judge the reading level of the text
• to evaluate whether the text will be useful for a specific research task.
2. Model how to skim using a chosen text. Refer to the poster in Appendix 1. Emphasise that it
is not necessary to read every word.
3. Ask students to practise skimming another text.

Scanning
4. Clarify the purpose for reading, that is, what specific information is being sought.
5. Consider synonyms and related words that might assist in locating information, for example:
• a particular person (e.g. character or historical figure) may be referred to in a variety of
ways (e.g. by proper name, title, nickname or appellation)
• causes of an event or phenomenon might be indicated by words such as ‘because’, ‘as a
result’, ‘in turn’, ‘consequently’, ‘caused’ or ‘led to’.
6. Skim the structure of a chosen text to anticipate where in the text the required information
(words, dates, names or facts) is likely to be found.
7. Prompt students to notice how the information is arranged on a page. Ask questions such as:
- Will headings, diagrams, boxed or highlighted information guide me?
- Is information arranged alphabetically or numerically as it might be in a glossary?
- What are the key words (and synonyms) and phrases to locate?
- What can be ignored?
8. Model how to scan the text. Refer to the poster in Appendix 1.
9. Ask students to practise scanning, including using another text.
10. Discuss the differences between the two strategies and when each might be appropriate
in reading.

Variations
Provide opportunities for students to practise skimming and scanning for varied purposes across
different types of texts relevant to the learning area.

Further reading
For the application of this strategy in Mathematics, see Berger, M 2019, ‘Different reading styles
for mathematics text’, Educational studies in Mathematics, pp. 139–223, doi:org/10.1007/s10649-
018-9871-y.

Skimming and scanning Queensland Curriculum & Assessment Authority

Teaching strategies for reading comprehension March 2022
Page 2 of 4
 © State of Queensland (QCAA) 2022
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright —
lists the full terms and conditions, which specify certain exceptions to the licence. |
Attribution: ‘© State of Queensland (QCAA) 2022’ — please include the link to our copyright notice.
Other copyright material in this publication is listed below.
1. National Literacy Learning Progression: Reading and Viewing © ACARA 2010–present, licensed under
CC BY-NC 4.0. For the latest information and additional terms of use, please check the Australian Curriculum
website and its copyright notice.

Skimming and scanning Queensland Curriculum & Assessment Authority

Teaching strategies for reading comprehension March 2022
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 Appendix 1: A process for skimming and scanning

Skim Scan
Read in this direction Read in these directions

1. Read the first few paragraphs, two or 1. Preview the structure of your text, so you
three middle paragraphs and the final two can anticipate approximately where you
or three paragraphs of a text, trying to might find the information you are
gain a basic understanding of the scanning for.
information.
2. Note how the information is arranged on a
2. Pause occasionally to consider the page. Ask yourself:
structure of the text. This is especially
- Will headings, diagrams, boxed or
important when scrolling through a
highlighted information guide me?
webpage.
- Is information arranged alphabetically or
3. Experiment with reading the first and last
numerically?
sentence of each paragraph (i.e. the topic
sentence and concluding sentence). 3. Move your eyes vertically or diagonally
down a page, letting them dart quickly from
4. If there are pictures, charts or diagrams,
side to side, and keeping in mind the exact
glance at them briefly. This may help you
type of information that you want. Look for
to understand the main idea or point of
closely associated words that might steer
view in the text.
you towards the detail for which you are
5. Generally, move your eyes horizontally searching.
and quickly as you skim; avoid reading
4. You know you have scanned the text
every word.
successfully when you have found the
6. You know you have skim read information you were looking for.
successfully when you have a general
idea about the meaning of the text and/or
its level of engagement or readability.
7. Practise increasing the pace at which you
skim read.

© State of Queensland (QCAA) 2022

Licence: https://creativecommons.org/licenses/by/4.0 | Cop yright notice: www .qcaa.qld.edu.au/copyright —
lists the full terms and conditions, which specify certain exceptions to the licence. |
Attribution: ‘© State of Queensland (QCAA) 2022’ — please include the link to our copyright notice.

Skimming and scanning Queensland Curriculum & Assessment Authority

Teaching strategies for reading comprehension March 2022
Page 4 of 4