Competency 2.ReadingStrategies

Lesson 3
Academic Reading Strategies

Competency
• Uses knowledge of text structure to glean
the information he/she needs.
Objectives
• Identify the different reading strategies as
tools in academic writing;
• Evaluate one’s purpose for reading; and
• Use knowledge of text structure to glean
information he/she needs.
Activity 1. Consider this cooking analogy,
noting the differences in process
Text A Text B
Shannon has to make dinner. Taylor also has to make
He goes to the store and walks dinner. He wants lots of
through every aisle. He carbohydrates because he’s
decides to make spaghetti, so
running a marathon soon, so
he revisits the aisles and reads
he decides to make
many packages thoroughly
before deciding which
spaghetti. After checking
groceries to buy. Once he some recipes, he makes a list
arrives home, he finds a recipe of ingredients. At the grocery
for spaghetti, but needs to go store, he skims aisles to find
back to the store for his ingredients and chooses
ingredients he forgot. products that meet
Which paragraph is clearer?
Answer:
Paragraph B. Taylor’s process was more
efficient because his purpose was clear.
Activity 2. Reading purpose,
anyone?
• Decode the reading purpose hinted at by
each picture.
• You are given 5 seconds to answer.
Scanning
Skimming
Relating new content to existing knowledge
To write something new
Critique an argument
Learn something
General comprehension
What are the purposes of reading?
 to scan for specific information

 to skim to get an overview of the text
 to relate new content to existing knowledge
 to write something (often depends on a prompt)
 to critique an argument
 to learn something
 for general comprehension
Reading Stage 1: Pre - Reading
 Establish your purpose for reading
 Speculate about the author’s purpose for writing
 Review what you already know and want to learn about the topic.
 Preview the text to get an overview of its structure, looking at
headings, figures, tables, glossary, etc.
 Predict the contents of the text and pose questions about it. If the
authors have provided discussion questions, read them and write
them on a note-taking sheet.
 Note any discussion questions that have been provided
(sometimes at the end of the
Scanning – a quick reading strategy that
aims to get specific information from a
given text
 ex: If you are asked to check the given
information and look for a particular
student’s grade, what will you do?
 Ans: You only focus on getting the grade
of the specific student and need not read
through the whole document/text.
 When you try to get the general idea by
reading through the text quickly, what are
you doing?
 Skimming – a type of quick reading which
aims to get the main idea and to get an
overview of the material
 usually done when reading newspapers,
magazines, books, and letters
Reading Activities: Pre - Reading
 Previewing
 Surveying
 Questioning
 Making assumptions about the author
 Identifying the purpose
 Selecting a reading system such as SQ3R
(survey, question, read, recite, review)
Reading Stage 2: While – Reading
 Annotate and mark (sparingly) sections of the text to easily
recall important or interesting ideas
 Check your predictions and find answers to posed questions
 Use headings and transition words to identify relationships in
the text
 Create a vocabulary list of other unfamiliar words to define later
 Try to infer unfamiliar words’ meanings by identifying their
relationship to the main idea
 Connect the text to what you already know about the topic
 Take breaks (split the text into segments if necessary)
 Inferencing – drawing an idea from facts
or details in the text
 Along with the evidence in the text, prior
knowledge and experiences, as well as
personal belief, are also used as bases in
making an inference.
 Critical Reading – the close and thorough
evaluation of the claims in the text in terms
of relevance, validity, and logic.
 includes distinguishing facts from opinions
and detecting logical fallacies
Reading Activities: While – Reading
 Getting meaning of words through context

clues
 predicting
 inferencing
 monitoring comprehension
 annotating the text
 reflecting
Reading Stage 3: Postreading
 Summarize the text in your own words (note what
you learned, impressions, and reactions) in an
outline, concept map, or matrix (for several texts)
 Talk to someone about the author’s ideas to check
your comprehension
 Identify and reread difficult parts of the text
 Define words on your vocabulary list and practice
using them
Reading Activities: Postreading
 Reflecting
 Drawing conclusions
 Making graphic organizers
 Journal writing
Let’s practice!
QUIZ

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Lesson 3

Academic Reading Strategies

 to scan for specific information

 Getting meaning of words through context

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