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Tuesday, 29 July 2008

Reading skills

Skill development

Other methods of teaching and learning to read have developed, and become somewhat controversial:

  • Phonics involves teaching reading by associating characters or groups of characters with sounds. Sometimes argued to be in competition with whole language methods.
  • Whole language methods involve acquiring words or phrases without attention to the characters or groups of characters that compose them. Sometimes argued to be in competition with phonics methods, and that the whole language approach tends to impair learning how to spell.

Learning to read in a second language, especially in adulthood, may be a different process than learning to read a native language in childhood.

There are cases of very young children learning to read without having been taught. Such was the case with Truman Capote who reportedly taught himself to read and write at the age of five. There are also accounts of people who taught themselves to read by comparing street signs or Biblical passages to speech. The novelist Nicholas Delbanco taught himself to read at age six by studying a book about boats during a transatlantic crossing.

Methods

There are several types and methods of reading, with differing rates that can be attained for each, for different kinds of material and purposes:

  • Subvocalized reading combines sight reading with internal sounding of the words as if spoken. Advocates of speed reading claim it can be a bad habit that slows reading and comprehension. These claims are currently backed only by controversial, sometimes non-existent scientific research.
  • Speed reading is a collection of methods for increasing reading speed without an unacceptable reduction in comprehension or retention. It is closely connected to speed learning.
  • Proofreading is a kind of reading for the purpose of detecting typographical errors. One can learn to do it rapidly, and professional proofreaders typically acquire the ability to do so at high rates, faster for some kinds of material than for others, while they may largely suspend comprehension while doing so, except when needed to select among several possible words that a suspected typographic error allows.
  • Structure-Proposition-Evaluation (SPE) method, popularized by Mortimer Adler in How to Read a Book, mainly for non-fiction treatise, in which one reads a writing in three passes: (1) for the structure of the work, which might be represented by an outline; (2) for the logical propositions made, organized into chains of inference; and (3) for evaluation of the merits of the arguments and conclusions. This method involves suspended judgment of the work or its arguments until they are fully understood.
  • Survey-Question-Read-Recite-Review (SQ3R) method, often taught in public schools, which involves reading toward being able to teach what is read, and would be appropriate for instructors preparing to teach material without having to refer to notes during the lecture.
  • Multiple Intelligences-based methods, which draw upon the reader's diverse ways of thinking and knowing to enrich his or her appreciation of the text. Reading is fundamentally a linguistic activity: one can basically comprehend a text without resorting to other intelligences, such as the visual (e.g., mentally "seeing" characters or events described), auditory (e.g., reading aloud or mentally "hearing" sounds described), or even the logical intelligence (e.g., considering "what if" scenarios or predicting how the text will unfold based on context clues). However, most readers already use several intelligences while reading, and making a habit of doing so in a more disciplined manner -- i.e., constantly, or after every paragraph -- can result in more vivid, memorable experience.




Source : wikipedia


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