Chapter 4

Reading Fluency
This basically refers to the ability to read something fast and accurately. It implies
understanding a text not only in terms of its apparent meaning but also its implied meaning.
It is a key to better reading comprehension.
Reading Strategies
Within this, there could be different strategies for different stages of reading:

 Pre-reading Strategies
 Reading Strategies
 Post-Reading Strategies
Pre-reading Strategies

 Be clear about your purpose (why) of reading

 Prepare a list of the topics/questions (what) that you want to read about
 Decide how much you wish to explore
 Familiarise yourself with the required vocabulary about the content
 Skim the text by looking at the organisation of the content, heading, subheadings,
illustrations, figures and charts, if any.
 Read the summary of the chapter, if available
Reading Strategies

 You could underline the important content provided it is your book

 Write notes in the margin
 Reflect on the text, anticipate and make predictions
 Monitor comprehension constantly, if it breaks, reread the previous portion to fix-
up the break
 Read selectively by deciding what to read carefully, quickly, what not to read and
what to reread
Post-Reading Strategies

 Summarise and restate read things either by thinking loud or in a written form
 Generate questions on the basis of what you have read
 Review and relate the things read to appropriate situations
 Decide if the goals have been achieved
 Summarize major ideas
In short, the reading strategies involve recalling, deducing and evaluating

 Recalling: What have I read?

 Deducing: What is the implied meaning?
 Evaluating: What are the related examples?
Techniques of Reading
A reader’s technique would depend on the type of material and the purpose of reading.
There are, broadly speaking, four types of reading techniques:
a) Skimming
b) Scanning
c) Intensive
d) Extensive
Skimming
It means to read a text rapidly in order to have a basic idea regarding what the text is all
about. The level of understanding is not thorough but rather preliminary. For example,
having a look at a newspaper to shortlist articles for a deeper reading.
Why is it required?

 To preview a more detailed reading to learn the main division of ideas

 To review something heavy in content to make it easier to comprehend
How should one do it?

 Do not skim everything at the same speed

 Read the table of contents or chapter
 Glance through the main headings
 Read the entire introductory paragraph and then the first and last sentence only of
each following paragraph
 Read sentences with keywords indicated in boldface or italics
 Read the entire sentence if something significant is found
 Read chapter summaries when provided
 Avoid word reading
Scanning
It means to read a text rapidly to locate a specific information. In other words, scanning is
really about deciding if a resource is going to be useful or not.
Why do we do it?

 To focus and find a particular fact

 To locate the appropriate material
How should we go about it?

 Use the content page and look for the subheadings to have a general idea of its
suitability
 Take note of information given in the bold, italic or in different font prints and
colour used in it, if any
 Look for specific words and key phrases
  Use your finger/pen to help you find content
 Mark keywords/phrases
Intensive Reading
This is rigorous, serious, or exhaustive reading. It requires more time than skimming or
scanning. It is helpful in retaining learnt things. Thus, reading a large amount of information
just before exam does not help one in the long run.
Why do we require it?

 To achieve higher level of understanding and knowledge in the chosen field

 To master the topic that is being read
 To develop research skill
How should one do it?

 Be clear about what you need and want to read as well as how you read it
 Select the reading material as per your requirement and read very carefully
understanding every word
 Take notes while reading
 Recall the content and try to elaborate it
 Discuss, if possible, the read content with others
Extensive Reading
This implies reading as much as possible. It is basically reading for pleasure.
Why is it required?

 To get an opportunity to learn language in its context

 To read in English and enjoy it
 To enhance reading fluency
 To gain proficiency in writing and oral skills
 To have better understanding of topics read
How does one do it?

 One chooses the books or reading material based on one’s interests

 Read it in the classroom, at home or in the library
 Read it individually and silently
 Start and stop at will and read at the speed that you are comfortable with
 Share the summary of the text either orally or in a written form
Developing reading comprehension
Some of the techniques that can help a reader develop reading comprehension are as
follows:
1 Cooperative Learning: In this strategy readers work in groups. It promotes understanding,
reduces tension and increases students’ confidence.
  Each group summarises and shares the content read
 The shared summaries are compared
 If any differences are observed during the process of sharing, the text is revisited and
differences are resolved
2 Generating Questions
Before reading something, there might be certain questions that the reader may have in
mind. After reading, the reader should make sure that these have been answered.
3 Underlining or highlighting important content
While writing one could use a pen, pencil or a highlighter. If the book or text is a personal
copy, one could have his/her own strategy of highlighting important points.
4 Note taking
A student should prepare the visual map while reading. This is because if he/she is finding it
difficult to take notes then it can be understood that he/she is having difficulties in
understanding the text.
Recalling and retelling
Having completed the reading, the reader should try to recall everything he/she has read
and retell the same thing to someone who is interested in similar content. This tests the
reader’s ability to recall everything that he/she read and organise them in an appropriate
manner.
Giving titles to paragraphs
The reader should try to give a title to each paragraph while reading. This can help him while
revisiting a text at a later point in time.