ENE105D

Approaches to reading
IMPORTANCE OF READING
•Reading is a daily activity.
•Develop reading skills - read faster and remember more.
•Access new information/knowledge
•Study effectively
•Through reading critical thinking is developed.
•Reading on different levels.
•Different texts require different reading techniques.
READING STATISTICS IN SOUTH
AFRICA

South Africa was placed last out of 50 countries in the Progress in

International Reading Literacy Study (PIRLS) which included nearly
320‚000 children globally. The survey also found that reading scores
have not improved since 2011.

According to research released on Tuesday by the University of

Pretoria‚ eight out of 10 Grade 4 pupils “still cannot read at an
appropriate level”.

The research “paints a picture of a reading crisis in our country”‚ said

Spaull.
Approaches to reading: Contextual reading- (refers
to the circumstances in which reading occurs)

•Prior knowledge of the language

•Life experiences
•Reasons for reading
•Frames of reference
The individual brings a wealth of knowledge to the text
 Reading as a process
•Meaning is created by interpreting the combination of the
words.
•The focus is not on single letters but on groups of words.
•The experienced reader brings a store of knowledge to the text
which she/he draws on
Purposes:

• Relax
• Find information
• Preview
• Study
 The writer’s purpose is to:

 Inform
 Persuade
 Promote goodwill
 Ways to improve reading

•Find texts that interest you and read regularly

•Ensure the reading material is accessible
•Make reading a habit
•Interact with the text
LEVEL 1: LITERAL

What is stated
•Facts and details
•Surface understanding
•Common questions are who, what, when, and
where questions.
LEVEL 2: INTERPRETIVE
What is implied or meant, rather than what is actually stated.
•Draw inferences
•Tap into prior knowledge / experience
•Attach new learning to old information
•Make logical assumptions
•Read between the lines.
•Tests are subjective, and types of questions are open-ended, such as
why, what if, and how.
LEVEL 3: APPLIED
What was said (literal) + what was meant by what was said
(interpretive) and then apply ideas beyond the situation.
•Analysing
•Synthesizing
•Applying
Reading strategies
 SCANNING

Purpose: Quickly locate specific information from large amount of

information.
Advantages:
◦ Save time
◦ Eliminate unnecessary
◦ Avoid ‘information overload’
Suggested process:
◦ Formulate a question.
◦ Identify key words and related words.
◦ Extract needed information.
 Skimming
Purpose: Find main ideas/themes; Revision; Overview/research

Advantages:
Save time
Study method
Provide context for further reading
Process:
Headings, sub-headings and topic sentences
Identify key words
Examine lists, illustrations, etc.
Organisational features, e.g. bold or italics
Rank information in order of importance
Skimming to preview
What is it about?
Does it contain useful information?
How difficult does it look?
Read opening, heading closing
Reading to survey
Study heading
Read introduction
Read the summary
Read the main sub-headings
INTENSIVE READING/STUDY READING

Detailed focused reading

Requires concentration
Analyse and evaluate information
Understand vocabulary - meaning of words in context
Retention of information
In-depth grasp of the subject matter.
 INTENSIVE READING/STUDY READING
The following aspects play a role in intensive reading:
•Who is the writer and who is the intended audience?
•What is the passage about? (the subject matter)
•Why is the author writing this passage i.e. what is the intention? Is it to inform,
to complain, to instruct, to persuade, to argue, etc?
•How is the message communicated? How does the writer express
himself/herself? What kind of language is used?
•Which organisational features are used? Organisational features refer to
headings, sub-headings, paragraphing, numbering, diagrams, pictures, etc.
 Steps for intensive reading:

◦ Skim the text for the main idea. .

◦ Ask questions such as who, when, what, where, how. Active reading means
asking questions.
◦ Find answers to your questions in the text.
◦ Make notes in your own words.
◦ Summarize
◦ Find connectives for better understanding
◦ Review and reflect.
◦ Evaluate the text - information level, correctness, relevance, etc.
Note-taking
situation In lectures In personal
studies

format Main and Mind maps and

supporting points spray-diagrammes

Basis Based on the Dependent on

lecturer’s research individual student
Purpose of note taking
Serve as record
Serve as basis for an essay
Used to prepare a summary
How to take notes during lectures
•Use headings
•Underline key words
•Use space: main points, secondary points, supporting
details
•Abbreviate
•Develop your own system on shortening words
Example: tk -take; grt- great; org-organisation; etc
Use the context for clues
Read context if you are unsure of what it is all
about and make sense of it.
CONTEXT CLUES (There are six types of clues that help us (the
reader) to understand the meaning of words)

1. Definition context clue: The writer will supply a definition that will help
the writer understand the meaning of a word
Example: Homogeneous - people with the same characteristics
2. Synonym context clue: the writer includes a synonym to help the reader
understand.
Example: the CEO was exalted to identify an upward increase in sales.
3. Antonym context clue: the writer includes an antonym to help the
reader understand
Example: The CEO informed us that his resignation was optional.
4. Description context clue: the writer includes one or more explanations
(descriptions) to help the reader understand the meaning of the word.
Example: The CEO is unyielding in his decision-making. He is rather inflexible.
5. Summary context clue: The writer provides statements that help the
reader understand the meaning of a word.
Example: Andrea was a impertinent employee. She talked rudely during
staff meetings and showed no respect for others
6. Visual context clue: The writer may include a picture, illustration of
visual aid to help the reader understand.
Mind maps/spray diagrams
•Show connections
•Add further information
•Synthesise and provide the detail of
original piece of work
Skeleton outlines
It takes the form of a list: to do: do a skeleton outline of a text
One word points
Supporting points
E.g. reading : speed,
purpose types
Types: skimming
scanning
study-reading
Linear flow charts
SUMMARIES
Heading: one word or phrase
Telegramme: sentences only essential words
Point form: main points in short in number
order
Prose: full sentences in a paragraph
Abstract: prose condensation
Strategies for reading academic texts
Before reading

◦ Reasons for reading the text.

◦ Title, sub-headings, photos or illustrations. Use these
to predict the topic.
◦ Existing knowledge.
◦ What information do you want? Write questions.
◦ Make a note of words or phrases connected with the
topic that you may find in the text.
 Strategies for reading academic texts
Pre-reading strategies:

Brainstorming
Group discussions
Concept or mind mapping
Pre-questions, e.g. definition - What is....? Where does ... fit?
What group does ... belong to?
Characteristics - How would I describe...?
What does ... look like? What are its parts?
Strategies for reading academic texts
Pre-reading strategies:
Visual aids

Vocabulary previews

Structural organizers, e.g. cause-effect or problem-solution, Pay attention to

paragraph or text organization, signal words, main idea sentences, highlighted
phrases, headings and subtitles.
Strategies for reading academic texts
Reading
◦ Survey the text: read the first & last paragraphs / first
& last sentences of paragraphs - general idea
◦ Identify your purpose for reading.
◦ Read part where information may be - specific
information
Strategies for reading academic texts
Reading

Is the text useful? Write down 1 or 2 sentences

What is your reaction to text? Interesting/informative/logical and
accurate?
Put main idea and supporting ideas in notes or a mind map.
Mark any new words.
 Vocabulary

◦ Guess meaning using word function,

context, dictionary.
◦ Ways to aid in understanding words:
General sense of word’s context.
Implied by examples or description.
Implied by antonym or contrasting
thought in a context.
Difficult sentences

Connectives or markers – words /phrases used to develop ideas.

◦ add an idea/develop an argument, e.g. and, also, in addition, furthermore,
as well as.
◦ give example, e.g. for example, consider, for instance.
◦ show cause and effect, e.g. therefore, because, as, consequently, for this
reason, as a result.
◦ emphasis, e.g. it is important, in fact.
◦ conclude idea or text, e.g. in conclusion, to conclude, to summarise, finally.
◦ indicate sequence of events, e.g. at that time, while, eventually, currently, in
the past, subsequently,
◦ list, e.g. firstly, secondly, finally.
◦ compare and contrast, e.g. both, but, however.
Difficult sentences
Underline reference words. What do they refer to?

Find the subjects, verbs and objects which go

together, and if necessary, write the sentence out in a
different way to show the meaning.
Strategies for reading academic texts

After reading
◦ List new words – definition, parts of speech,
phrases , synonyms and antonyms
◦ Evaluation of text:
Existing knowledge
Confirm ideas/ conflict with ideas?
◦ Agree or disagree with opinions?
Drawing conclusions

Information that is implied or inferred - not clearly stated.

Hints or clues - "read between the lines."
Clues give deeper understanding - draw conclusions/ go beyond the
surface details.
Drawing conclusions - the ultimate meaning
(what is important, why it is important, how one event influences
another, how one happening leads to another)
Surface reading is getting facts - what do facts mean?
Defining a fact

•Facts are objective, concrete bits of information, e.g.

in official government and legal records, and in the
physical sciences.
•Facts are found in reference books, e.g.
encyclopaedias and atlases, textbooks.
•Facts are objective, expressed by precise numbers,
quantities, measures, etc.
•Concrete language is used.
Determining an opinion

•Opinion based on subjective judgment and personal values.

•Opinion is a belief without complete proof or positive
knowledge of correctness.
•Opinion can be disputed, e.g. abstract concepts, complex
moral issues.
•A valid opinion - support is supplied by means of evidence,
statistics, citing respected authorities who are in
agreement.
Determining an opinion
•Identify subjective opinions by studying
language.
•Opinions expressed as comparisons (more,
strongest, less, most, least efficient, but),e.g.
• The painter Pablo Picasso was far more
innovative than any of his contemporaries.
Determining an opinion
Opinions expressed by adjectives (brilliant, vindictive, fair,
trustworthy), e.g.
Thabo Mbeki is a convincing speaker when he reads a prepared
address but is not effective at press conferences.
Opinions introduced by verbs and adverbs that suggest doubt, e.g.
◦ It appears she was confused.
◦ She seems to have the qualifications for the position.
◦ They probably used dirty tricks to win.
Be an alert and critical reader.
REFERENCES
CLEARY, S. 2014. COMMUNICATION; A HANDS-ON APPROACH. 2 N D
ED. LANDSDOWNE: JUTA & CO. LTD
NEXT LESSON

PHONOLOGY :

The system of contrastive relationships among

the speech sounds that constitute the
fundamental components of a language.