2. There are several strategies improving the students
reading, as follows:
1. Set aside time each day
2. Check comprehension
3. Dictionaries slow we down
4. Pay attention to paragraph structure
3. We can spend these 15 minutes on general reading
before sleeping (ensure we always have interest book in
our pocket).
Stop every chapter or ten or twelve pages and asks
ourselves a few questions about what we have been
reading.
“Cannot remember the details → re-read the section”
4. The right, fairly easy book → dictionary is
unnecessary
Really must know the dictionary meaning → jot them
down, looked up later.
The opening paragraph suggests the general
direction and content of the piece;
Closing paragraph often summarizes the every essence
of what has been said.
5. “Diction of the text is not suitable on their level”
↓
Most students → read word by word → stop reading
when finding difficult words.
↓
They can interpret the text if they understand every
word.
6. Skimming
“Skimming is the process of rapid coverage of reading
matter to determine its gist or main idea.”
Scanning
“Scanning is a strategy used by all readers to find relevant
information in a text.”
Intensive Reading
“the readers take a text, and then study it line by line, and
refer at very moment to the dictionary about the
grammar of the text itself”.
Extensive Reading
“Extensive reading applies to text of more than a page, up
to and including professional articles, essays, technical
reports, short stories, and books.”
7. a. Improving reading speed
According to Spargo (1989: 4), “fast readers will
miss something or that might their comprehension
might suffer is ‘NOT TRUE’”; the reasons are, as follows:
“Faster readers comprehend faster→ the writer’s
message is coming to us faster and makes sense
sooner.”
“Faster readers concentrate better→ less time for
distraction to interfere. Comprehension in turn
contributes to concentration. If we are concentrating
and comprehending, we will not become distraction.”
8. b. Guessing words meaning
This skill can be gained by learning:
How most English words are formed (word formation)
(prefix – root – suffix).
How words are used in sentence (by their context).
For instance:
Action, acting, actress, actor, active, reaction, reactive, re
actor, deactivate, reactivation, etc derive from “ACT”
c. Finding main ideas
The main ideas is the subject of the paragraph, that
is, what the paragraph is about (it can come to the
first, the last, or within the paragraph).
9. d. Predicting
We can predict (tell what will happen) successfully
↓
Have good knowledge of the English language and
culture.
e. Cause and Effect
Understanding the phenomena of cause and
effect will help us in understanding some of scientific
text.
f. Comparison – Contrast
The pattern a writer uses to show how two things
are similar and/or different.
10. Students can listen on a higher language level than they
can read
The foundation for literacy development. It is the single
most important activity for reading success.
The reader's pauses and emphases allow students to better
understand the phrasing and fluency of the language and
to hear new vocabulary and the way the words are used.
Listening to others read helps students develop key
understanding and skills, such as an appreciation for how a
story is written and familiarity with book conventions, such
as "once upon a time" and "happily ever after".
11. Choral Reading (CR) Method,
The Paired Reading (PR) Method,
PORPE Method (Predict, Organize,
Rehearse, Practice, and Evaluate),
KWL Method (Know – Will – Learn),
SQ4R Method (Survey, Question, Read,
Recite, Record, and Review).
