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PaperScanning and Skimming Group
PaperScanning and Skimming Group
TEACHING READING
SCANNING AND SKIMMING READING METHODS
Compiled by:
IGAA Mirah Meyliana
Maria Yasinta Siti
Desak Paramitha
Ni Made Sri Artini
Luh Tri Jayanti Swastyastu
Mei Indrayani
There are different styles of reading for different situations. The technique we choose
will depend on the purpose for reading. For example, we might be reading for enjoyment,
information, or to complete a task. If we are exploring or reviewing, we might skim a
document. If we're searching for information, we might scan for a particular word. For
example, we might be searching for specific information, looking for clues, or reviewing
information. Web pages, novels, textbooks, manuals, magazines, newspapers, and mail are
just a few of the things that people read every day. Effective and efficient readers learn to use
many styles of reading for different purposes. Skimming, scanning are different styles of
reading and information processing.
1.1 The Nature of Scanning
Brown (2001:308) in Mahaledana (2007) stated that, scanning is quickly searching for
some particular piece or pieces of information in a text. It 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 are looking for, so you are concentrating on finding a
particular answer.
In addition, when scanning the reader lets his or her eyes wander over thr text until he
or she is looking for, whether it is a place, a kind of food, a kind of verb, or specific
information. To enable the students to scan effectively , he or she should have a strong belief
where he or she will find such information needed from the text.
Scanning is a technique we often use when looking up a word in the telephone
book or dictionary. We search for key words or ideas. In most cases, we know what we're
looking for, so we're concentrating on finding a particular answer. Scanning involves moving
our eyes quickly down the page seeking specific words and phrases. Scanning is also used
when we first find a resource to determine whether it will answer our questions. 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. Reading off a computer
screen has become a growing concern. Research shows that people have more difficulty
reading off a computer screen than off paper. Although they can read and comprehend at the
same rate as paper, skimming on the computer is much slower than on paper. Scanning
involves running our eyes down the page looking for specific facts or key words and phrases.
works well when dealing with clear subjects that lend themselves to a general overview, such
as a chronological description of an event. Skimming is far less effective in making sense of
complex discussions or detailed arguments.
2.3 The Procedure of Skimming
There are many strategies that can be used when skimming. Some people read the
first and last paragraphs using headings, summarizes and other organizers as they move down
the page or screen. We might read the title, subtitles, subheading, and illustrations. Consider
reading the first sentence of each paragraph. This technique is useful when we're seeking
specific information rather than reading for comprehension. Skimming works well to find
dates, names, and places. It might be used to review graphs, tables, and charts.
Remember, both speed and comprehension depend on familiarity. The more
comfortable we are with the manner in which the material is presented, the faster we will
move through it and the more we will retain. Two to three minutes is ample time for a
chapter, ten to fifteen minutes for a book.
Skimming may also be used to search out certain short passages we have lost. Our
eye should race over the pages looking for clues which will help us narrow down the
probable location. Though we feel completely lost, the act of skimming will refresh our
memory and lead us to the passage. Trust our memory. If it says upper left-hand corner, look
there first. With practice we can develop a memory which will allow us to recall the exact
location on a page of a piece of information. After that, patient speed will do the rest.
Skimming before we start is valuable for any type of reading, even pleasure reading, except
perhaps for mysteries.
Skimming Reading
The technique we use when we're going through a newspaper or magazine: we read
quickly to get the main points, and skip over the detail. It's useful to skim:
a. to preview a passage before we read it in detail
b. to refresh our understand of a passage after we've read it in detail.
Use skimming when we're trying to decide if a book in the library or bookshop is right for us.
REFERENCES
Brown, A. L., Ambruster, B. B. and Baker, L. (1986). The Role of Metacognition in Reading
and Studying. In J. Orasanu, (ed.), Reading Comprehension: From Research to
Practice. Hillsdale, NJ: Lawrence Erlbaum Associates
Hellekjr, G. O. (2008). A Case for Improved Reading Instruction for Academic English
Reading Proficiency.
Grabe, W. (1991). Current Development i Second Language Reading Research. TESOL
QUARTERLY, 25(3).
Grabe, W. (2009). Reading in a second language : moving from theory to practice. New
York: Cambridge University Press.
Mahdalena, Leny.2007. Effects of Pre-questioning on the reading comprehension
achievement of the second grade student at SMAN 2 Jekan Raya in academic year
2006/2007. Palangka Raya University
Koda, K. (2004). Insights into Second Language reading - A Cross-Linguistic Approach. New
York: Cambridge University Press.
Koda, K. (2007). Reading and Language Learning: Crosslinguistic Constraints on Second
Language Reading Development. Language Leaning.
Krashen, S. D. (2004). The power of reading : insights from the research (2nd ed.). Westport,
Conn. Portsmouth, NH: Libraries Unlimited ;Heinemann.
Urquhart, S., & Weir, C. (1998). Reading in a Second Language: Process, Product and
Practice. New York: Longman.
Van
Skill
in
Reading.
Retrieved
from
http://www.miguelmllop.com/practice/intermediate/readingcomprehension/birthorder.pdf
http://www.sheknows.com/parenting/articles/974203/does-birth-order-affectpersonality
Level
: Intermediate
Materials
Standar Competency
: Students will learn how to skim & scan : they will Identify
topic sentences and main ideas , Fill in table or forms with key
concepts for passages .
Basic Competency
1.
Main aims
To give students practice in reading strategies: skimming, scanning.
2.
To engage students in reading for real life purposes: reading for pleasure
3.
Teacher
Activity
Pre
Acti
vity
Students
Activity
Materials
Interacti
on
Power point
Group
presentation
work
and
talk
groups
of
Timin
g
three.
T
gets
answers
the Ss
tell
their
Power point
from answers.
presentation, >
students.
Text
T distributes the
Whilst
activity
asks students to
read it quickly
T monitors the
students
while
they
understand it or
not.
T shows on the
screen
word
guessing activity
and
wants
students to put a
tick if they think
the word is going
to
be
Individual
in
the
they do the
task
first
individually,
and
Ss try to answer
class
Whole
which
they
share
multiple
give
their
opinions about it
-
After
Whole
class
finishing
answering
about
and
whether
they
Individual
whether
they
would rather be
something
He
tells
else.
his
position in the
family and his
opinions
about
this issue
T asks students
to check whether
they were right
Ss check it
about
guessing
vocabulary
items.
their
the