MODULE - 5

Reading -A Passive skill -its importance

Reading, like listening, is a decoding process – a process to recognize graphic

symbols and their corresponding vocal sounds. Reading is a complex process involving many
physical, intellectual and often emotional reactions. Reading is an ability of enabling the
learners to understand a language in written form with the purpose of being able to extract the
thoughts, facts, meanings and information that it may intend to offer..sometimes even more.. which
we term as “close reading” about which we will talk at length towards the final phase of this course.
Learning to read a language means to decipher a new gamut of knowledge as reading holds the key
to the development of real communicative competence in English. The reading skill consists of three
important components: 1. Recognition of the graphic marks 2. Correlation of these with formal
linguistic elements. 3. Correlation of these with the meaning. Therefore, Reading is a conscious
process of deriving meaning from print which involves a series of complex cognitive process
involving visual, motor integration. Reading is thus an active process. When we read, we do not
merely sit as passive receivers of the text. Thus reading may be defined as a multifaceted and
layered process in which a reader by actively interacting with the text, tries to decide what has been
encoded by the writer/author. In this process the learner establishes a meaningful communication
with the writer. Thus reading also becomes an interactive process which is purposeful, selective and
text in nature. The reading speed varies according to one’s purpose in reading and the content of the
text.

According to linguist Carol Scheffner Hammer “Reading is useful for language acquisition and
Penny Mckay asserts that, “Reading is both process and product. It means that the process or
reading involves the interaction between the reader and the text. The product of reading is reading
comprehension or internal construction of meaning; which are integral for language acquisition.

It is by all means an important skill for personal development as this receptive skill enables
an individual to tap the information and knowledge that are disseminated through the print media
for the optimum development. Reading skill enables an individual to derive or decode the input or
information .

Reading is comparatively a younger form of linguistic expressions, dating from roughly 6000
years ago, compared to human speech which dates from six million years ago. Reading is a difficult
ability that needs both reading and comprehending content at the same time.

Lets know about the importance of reading:

1. Learning to read English is a method to learn a language

2. Reading helps one gain better understanding and mastery over the language

3. Reading acquaints a learner with the latest trends and happenings the world over. It helps in
knowing world new, information about discoveries and inventions etc. through journals,
newspapers, magazines, books etc.

4. Reading is the best source of recreation and information.

5. Reading makes one imbibe human values and ethical knowledge.

6. Reading equips the learner for speaking and writing.

7. Reading enhances experience as Francis Bacon has aptly said in his essay “On Reading” ,“Reading
makes us a full man and writing an exact man.”

Lets now learn about the components of Reading skills. According to the National Reading
Panel, USA (2000), there are five elements of reading:

1. Phonemic / Phonological Awareness:

This is the ability to recognise, consider, and work with specific sounds in words. It is the
best predictor of reading success because it teaches children how to understand the link between
letters (graphemes) and sounds (phonemes) in order to become effective readers.

2. Phonics: This approach of learning to read and write English focuses on the sounds that
the letters make. The alphabet serves as the foundation here. It stresses the decoding of graphemes
(letters) into phonemes as reading (sounds).

3. Vocabulary: This is a term that refers to the words that we need to know in order to
communicate successfully. Listening, speaking, reading, and writing are the four types of vocabulary.
Vocabulary is extremely important in the reading process and contributes to a reader's
comprehension considerably.
4. Fluency: It is the capacity to read quickly, accurately, and expressively. To understand
what they read, learners are expected to read fluently, whether quietly or loudly.

5. Comprehension: This is the process of understanding and interpreting what has been
read. Students must be able to (1) decode what they read; (2) establish connections between what
they read and what they already know; and (3) think carefully about what they have read in order to
effectively understand written information. It is perhaps the most complex skill, and the ultimate
goal in reading.
An analysis of three important theories will portray the complex nature of the skill.We had
learned in module 1 about the communication models. Reading skill has a stronh theoretical
foundation too, which are known as models of reading.
The term ‘model’ refers to a formalized or visually represented theory of “what goes on in
the eyes and mind when readers are comprehending a text” . Thus, a model can be characterized by
a systematic set of predictions about a hidden process, which are then exposed to ‘testing’ through
experimental studies. In this type of model, the reader begins with the written text (the bottom) and
builds meaning from letters, words, phrases, clauses and sentences. The model explains that reading
is "a process in which small chunks of text are absorbed, analyzed and gradually added to the next
chunks until they become meaningful" According to Barnett reading follows a series of stages that
lead to comprehension.
More precisely, bottom up model is based on the process of the Bottom-up model happens
when the reader pays attention to details, trying to decode individual words which seem unfamiliar
for him and other types of linguistic indications in order to reach understanding of a text. In other
words, Bottom-up model occurs when the reader builds up meaning by reading word for word,
letter for letter, emphasizing on both vocabulary and syntax.
However, TopDown processing is the opposite which takes into consideration the fact of word errors
which may affect the whole comprehension of the text.

The Top-Down Model

Unlike Bottom-up model, Top-down model describes reading as a linear process which
moves from the top, the higher mental stages, down to the text itself. Top-down model emphasizes
on meaning at a first stage. It occurs when the reader makes guesses on existing background
knowledge and then goes to search in the text the expected data of a particular situation. This type
of processing is considered to be meaning driven, as opposed to text driven in the previous model. In
brief, the reader approaches a text with previous knowledge and conceptualizations, which are
considered as “background knowledge,” and through the text builds meaning by working on. A
reader’s background knowledge may include topic-specific knowledge, general knowledge of the
world, abstract conceptual knowledge, or a combination of all.

In other words, Top- Down processing is related to a global meaning of the text obtained, through
signs in the text from the reader’s good schema knowledge.
The Interactive Model Reading is considered to be an interactive process, that is to say a
conversation between the writer and the reader, even though the writer is not present and for this
to occur both processes are necessary, top-down to predict the meaning and bottom-up to check it.
The two are therefore complementary in dealing with a text.

According to F. Davies , author the book “Introducing Reading”, the reading process follows different
stages: First, the grapheme input, i.e. all what is visual, is recorded in a Visual Information Store
(VIS), and then it is retrieved by a feature extraction device. After that, the features pass to a pattern
synthesizer which receives input from orthographic, syntactic, lexical and semantic knowledge.
Therefore, "all sources of knowledge as come together to one place and the reading process are the
product of the simultaneous joint application of all knowledge sources" . The different sources of
information available in the reading process interact with each other.
Lets now discuss the varied perceptions of Reading.

Reading has been viewed from different points of view and each of these views deals with
different dimensions and different characteristics of reading.They are :

a) Reading as a Sensory Process : Reading requires the use of the senses, especially vision. The
reader must react visually to the graphic symbols. The symbols themselves must be legible. The eyes
must see clearly and the light must be adequate.

b) Reading as a Perceptual Process: Reading occurs when meaning is brought to graphic stimuli. It is
progressive acquisition of the meaning and ideas represented by a sequence of words. It includes
seeing the word, recognition of the word, awareness of the word’s meaning and reflecting the word
to its context. This is perception in its fullest sense.
c) Reading as a cognitive Response: Reading is a system of responses made to some graphic stimuli.
These include the vocal and or sub-vocal muscular responses made at sight of the word. The eye
movements during reading involves physical adaptations to the reading act such as postural
changes, the critical and evaluative responses to what is being read, the emotional involvement of
the reader and meaningful reactions to the word read. Etc.
d) Reading as a cognitive Process : Reading is a coordinated response that must be learned by the
child and it is under the control of the mechanism of motivation and reinforcement. Neural
malfunctions can cause dyslexia and disgraphia which can drastically affect one’s ability of active
reading.

e) Reading as a Development Task :Any development task has one basic characteristic - the child’s
readiness which depends on the child’s general development. Reading is a difficult task and there is
a most teachable moment for beginning reading and for each of the specific skills in reading. The
child’s level of achievement in reading depends on his overall growth and development.

f) Reading as a Joyous Activity: Reading is a receptive skill which enables one to derive information
from the outer world which can transform one’s outlook on life and can in return transform others.
The constructive influence of inspirational books written by enlightened writers are the examples for
the power of reading.
g) Reading as a Learning Process: Reading may become one of the chief media for learning. The child
can use reading to acquire knowledge and to change his own attitude, ideas and aspirations.
Genuine reading involves integration and promotes the development of the reader. It opens up to
him a world of ideas, takes him to distant lands and lets him walk side by side with the great sages of
time. h) Reading as Communication Reading is an active process. Communication from writer to
reader occurs only if the reader can take meaning to the printed page. The reader interprets what he
reads in the light of his background, associates it with past experience and projects beyond it in
terms of ideas, judgements, applications and conclusions.
We shall identify 6 important types of Reading.I hope you remember the 2 types of reading we have
already learned in module 4 ..which are those four types?..intensive and extensive reading and the
second pair of reading is skimming and scanning.Now we shall learn a few more types of reading:

The traditional and popular classifications of reading are Oral Reading and Silent Reading. There are
also some special types of reading which have gained much prominence today and they are
Skimming, Cursory Reading, Study Reading and Critical Reading.
a) Oral Reading : Loud reading is also known as ‘oral reading’. Oral reading is a useful means of
mastering the language code. It is also an effective method for reading comprehension and for
improving pronunciation.Even though there is a preference for silent reading, children need to
develop the skill of oral reading as they would benefit by reading aloud prose, poetry or drama. Oral
Reading leads to better appreciation of literature, improvement in pronunciation, phrasing, rhythm
and flexibility. Oral reading is generally slower than silent reading. In oral reading, it is limited only by
the ability to grasp meaning. Oral reading calls for interpreting to others, silent reading only to
oneself. Oral reading demand skills in voice, tone and pause and in sensing the mood and feelings
intended by the author.

Oral reading also has social values. It provides enjoyment in social group, helps and lets one share
content to which all do not have access and is useful in making reports and announcements and
presenting other information to a group. Oral reading requires all the sensory and perceptual skills
required in silent reading such as visual discrimination, rhythmic progression along a line of print and
the ability to take to the word those experiences that the writer, by his/her peculiar choice and
arrangement of words, hoped to call to the readers’ attention. Oral reading also requires skills
beyond those needed in silent reading.
b) Silent Reading : In silent reading, learners usually read a passage while abstaining from making
sound, whispering, murmuring or even moving lips while reading. This type of reading usually
follows loud reading and is useful at the advanced/higher levels of learning a language. Silent
reading gives a sense of fulfillment and achievement.Habits of oral reading usually are quite
different from those in silent reading.
c) Skimming is rapid reading for key words. The purpose of skimming is to locate the exact place
where information may be found, to obtain a general survey or birds’ eye view of a longer section
before settling down to read it carefully, or to determine whether the section is relevant to the
problem under consideration. It is a technique applied in extensive reading where a learner reads
the content, writes down the main points and then utilizes the information gathered for future use..
Skimming contributes to good study habits, for it saves time and energy and facilitates the location
of pertinent information

Scanning : is the technique “To read in between lines” meaning to read each and everything.
Everything contained in the text is read thoroughly, intensively and very objectively. The learner has
to scan the book for the content or information one needs. It develops the scientific attitude of
looking at things minutely, patiently, observing and understanding them and then drawing out
conclusions instead of rushing to conclusion
d) Cursory Reading In this type of reading, pupils read through once as rapidly as they can to make
selection. Skipping over unknown words is done to obtain a general over view or the main idea. This
is similar to skimming but it requires the reading of main units in more details than skimming does.
Cursory reading is also useful as a review of previously read material in order to make a summary. e)
Study Reading Study reading is another type of reading to which the rate of speed must be adjusted
according to the grade level of the students. This type of reading is done to obtain the greatest
possible understanding such as reading to visualise a scene, to comprehend directions, to follow
arguments, to make an outline, to prepare a play, to get information or to take an open book
examination. f) Critical Reading Critical reading begins in the primary grades when children are given
a chance to relate what they have read to their own experiences. Here the emphasis is on a critical
analysis of the complex patterns of style, found in the text which involves skills of judgement .
Intensive reading implies the ability of pupils to read not only for detailed comprehension of
meaning but also for mastering the structures and vocabulary. Intensive reading means assimilation
of language which consists of study of words, phrases and sentence structures even without a
teacher. The learners in their spare time can resort to intensive reading – studying of sentences,
structures including grammar, grasping of the sentence patterns besides getting information.
Intensive reading means understanding the text with its arguments, symbolic, emotional and social
overtness. It means to understand both linguistic and literary aspects of the context,

Extensive reading implies that pupils read for information or simply to draw pleasure out of reading.
It is also called ‘Rapid Reading’ or ‘Independent Silent Reading’. This kind of reading emphasizes
general comprehension and not language study. It means to read silently, quickly to understand the
subject matter efficiently and to read without the help of teacher. This enable the learner to ignore
certain paragraphs or lines not so important and to skip on to the important and interested ones.
According to Thompson and Wyatt, The main purpose of extensive reading is to engender in the
reader a taste for reading by encouraging the habit of visualizing what is read to make reading a
form of visual experience.

Summary:
Dear friends, we have been analysing the conspicuous features of Reading as a language learning
skill. Our initial objective was to justify it as having all the complex elements of an active skill through
the validations of three theories, perceptions and types of reading which makes reading an
irreplaceable skill for the all-round development of a human being.

I am sure that you are glad to learn this module as much as I am glad to present it for you for
inspiring you to use this language skill to its optimal level to transform you for a better life..thank
you and happy learning!

Barenett, M 1989, ‘More than Meets the Eye: Foreign Language Reading Theory and Practice’. Engle
Wood Cliffs, NJ: CAL & Prentice – Hall.
Davies, F. 1995, Introducing Reading. Penguin Books.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction [online]. Available
Internet: www.nichd.nih.gov/publications/nrp/smallbook.htm

NIFL (2001). Investigating Language and Literacy Skills: Required for Independent Online Learning.

Module 5

Reading -A Passive skill -its importance

Reading, like listening, is a decoding process – a process to recognize graphic

symbols and their corresponding vocal sounds. Reading is a complex process involving many
physical, intellectual and often emotional reactions. Reading is an ability of enabling the
learners to understand a language in written form with the purpose of being able to extract the
thoughts, facts, meanings and information that it may intend to offer..sometimes even more.. which
we term as “close reading” about which we will talk at length towards the final phase of this course.
Learning to read a language means to decipher a new gamut of knowledge as reading holds the key
to the development of real communicative competence in English. The reading skill consists of three
important components: 1. Recognition of the graphic marks 2. Correlation of these with formal
linguistic elements. 3. Correlation of these with the meaning. Therefore, Reading is a conscious
process of deriving meaning from print which involves a series of complex cognitive process
involving visual, motor integration. Reading is thus an active process. When we read, we do not
merely sit as passive receivers of the text. Thus reading may be defined as a multifaceted and
layered process in which a reader by actively interacting with the text, tries to decide what has been
encoded by the writer/author. In this process the learner establishes a meaningful communication
with the writer. Thus reading also becomes an interactive process which is purposeful, selective and
text in nature. The reading speed varies according to one’s purpose in reading and the content of the
text.
According to linguist Carol Scheffner Hammer “Reading is useful for language acquisition and
Penny Mckay asserts that, “Reading is both process and product. It means that the process or
reading involves the interaction between the reader and the text. The product of reading is reading
comprehension or internal construction of meaning; which are integral for language acquisition.

It is by all means an important skill for personal development as this receptive skill enables
an individual to tap the information and knowledge that are disseminated through the print media
for the optimum development. Reading skill enables an individual to derive or decode the input or
information .

Reading is comparatively a younger form of linguistic expressions, dating from roughly 6000
years ago, compared to human speech which dates from six million years ago. Reading is a difficult
ability that needs both reading and comprehending content at the same time.

Lets know about the importance of reading:

1. Learning to read English is a method to learn a language
2. Reading helps one gain better understanding and mastery over the language

3. Reading acquaints a learner with the latest trends and happenings the world over. It helps in
knowing world new, information about discoveries and inventions etc. through journals,
newspapers, magazines, books etc.

4. Reading is the best source of recreation and information.

5. Reading makes one imbibe human values and ethical knowledge.

6. Reading equips the learner for speaking and writing.

7. Reading enhances experience as Francis Bacon has aptly said in his essay “On Reading” ,“Reading
makes us a full man and writing an exact man.”

Lets now learn about the components of Reading skills. According to the National Reading
Panel, USA (2000), there are five elements of reading:

1. Phonemic / Phonological Awareness:

This is the ability to recognise, consider, and work with specific sounds in words. It is the
best predictor of reading success because it teaches children how to understand the link between
letters (graphemes) and sounds (phonemes) in order to become effective readers.
 2. Phonics: This approach of learning to read and write English focuses on the sounds that
the letters make. The alphabet serves as the foundation here. It stresses the decoding of graphemes
(letters) into phonemes as reading (sounds).
3. Vocabulary: This is a term that refers to the words that we need to know in order to
communicate successfully. Listening, speaking, reading, and writing are the four types of vocabulary.
Vocabulary is extremely important in the reading process and contributes to a reader's
comprehension considerably.

4. Fluency: It is the capacity to read quickly, accurately, and expressively. To understand

what they read, learners are expected to read fluently, whether quietly or loudly.
5. Comprehension: This is the process of understanding and interpreting what has been
read. Students must be able to (1) decode what they read; (2) establish connections between what
they read and what they already know; and (3) think carefully about what they have read in order to
effectively understand written information. It is perhaps the most complex skill, and the ultimate
goal in reading.

An analysis of three important theories will portray the complex nature of the skill.We had
learned in module 1 about the communication models. Reading skill has a stronh theoretical
foundation too, which are known as models of reading.

The term ‘model’ refers to a formalized or visually represented theory of “what goes on in
the eyes and mind when readers are comprehending a text” . Thus, a model can be characterized by
a systematic set of predictions about a hidden process, which are then exposed to ‘testing’ through
experimental studies. In this type of model, the reader begins with the written text (the bottom) and
builds meaning from letters, words, phrases, clauses and sentences. The model explains that reading
is "a process in which small chunks of text are absorbed, analyzed and gradually added to the next
chunks until they become meaningful" According to Barnett reading follows a series of stages that
lead to comprehension.

More precisely, bottom up model is based on the process of the Bottom-up model happens
when the reader pays attention to details, trying to decode individual words which seem unfamiliar
for him and other types of linguistic indications in order to reach understanding of a text. In other
words, Bottom-up model occurs when the reader builds up meaning by reading word for word,
letter for letter, emphasizing on both vocabulary and syntax.

However, TopDown processing is the opposite which takes into consideration the fact of word errors
which may affect the whole comprehension of the text.

The Top-Down Model

Unlike Bottom-up model, Top-down model describes reading as a linear process which
moves from the top, the higher mental stages, down to the text itself. Top-down model emphasizes
on meaning at a first stage. It occurs when the reader makes guesses on existing background
knowledge and then goes to search in the text the expected data of a particular situation. This type
of processing is considered to be meaning driven, as opposed to text driven in the previous model. In
brief, the reader approaches a text with previous knowledge and conceptualizations, which are
considered as “background knowledge,” and through the text builds meaning by working on. A
reader’s background knowledge may include topic-specific knowledge, general knowledge of the
world, abstract conceptual knowledge, or a combination of all.
In other words, Top- Down processing is related to a global meaning of the text obtained, through
signs in the text from the reader’s good schema knowledge.

The Interactive Model Reading is considered to be an interactive process, that is to say a

conversation between the writer and the reader, even though the writer is not present and for this
to occur both processes are necessary, top-down to predict the meaning and bottom-up to check it.
The two are therefore complementary in dealing with a text.
According to F. Davies , author the book “Introducing Reading”, the reading process follows different
stages: First, the grapheme input, i.e. all what is visual, is recorded in a Visual Information Store
(VIS), and then it is retrieved by a feature extraction device. After that, the features pass to a pattern
synthesizer which receives input from orthographic, syntactic, lexical and semantic knowledge.
Therefore, "all sources of knowledge as come together to one place and the reading process are the
product of the simultaneous joint application of all knowledge sources" . The different sources of
information available in the reading process interact with each other.

Lets now discuss the varied perceptions of Reading.

Reading has been viewed from different points of view and each of these views deals with
different dimensions and different characteristics of reading.They are :
a) Reading as a Sensory Process : Reading requires the use of the senses, especially vision. The
reader must react visually to the graphic symbols. The symbols themselves must be legible. The eyes
must see clearly and the light must be adequate.

b) Reading as a Perceptual Process: Reading occurs when meaning is brought to graphic stimuli. It is
progressive acquisition of the meaning and ideas represented by a sequence of words. It includes
seeing the word, recognition of the word, awareness of the word’s meaning and reflecting the word
to its context. This is perception in its fullest sense.

c) Reading as a cognitive Response: Reading is a system of responses made to some graphic stimuli.
These include the vocal and or sub-vocal muscular responses made at sight of the word. The eye
movements during reading involves physical adaptations to the reading act such as postural
changes, the critical and evaluative responses to what is being read, the emotional involvement of
the reader and meaningful reactions to the word read. Etc.

d) Reading as a cognitive Process : Reading is a coordinated response that must be learned by the
child and it is under the control of the mechanism of motivation and reinforcement. Neural
malfunctions can cause dyslexia and disgraphia which can drastically affect one’s ability of active
reading.
e) Reading as a Development Task :Any development task has one basic characteristic - the child’s
readiness which depends on the child’s general development. Reading is a difficult task and there is
a most teachable moment for beginning reading and for each of the specific skills in reading. The
child’s level of achievement in reading depends on his overall growth and development.

f) Reading as a Joyous Activity: Reading is a receptive skill which enables one to derive information
from the outer world which can transform one’s outlook on life and can in return transform others.
The constructive influence of inspirational books written by enlightened writers are the examples for
the power of reading.

g) Reading as a Learning Process: Reading may become one of the chief media for learning. The child
can use reading to acquire knowledge and to change his own attitude, ideas and aspirations.
Genuine reading involves integration and promotes the development of the reader. It opens up to
him a world of ideas, takes him to distant lands and lets him walk side by side with the great sages of
time. h) Reading as Communication Reading is an active process. Communication from writer to
reader occurs only if the reader can take meaning to the printed page. The reader interprets what he
reads in the light of his background, associates it with past experience and projects beyond it in
terms of ideas, judgements, applications and conclusions.
We shall identify 6 important types of Reading.I hope you remember the 2 types of reading we have
already learned in module 4 ..which are those four types?..intensive and extensive reading and the
second pair of reading is skimming and scanning.Now we shall learn a few more types of reading:

The traditional and popular classifications of reading are Oral Reading and Silent Reading. There are
also some special types of reading which have gained much prominence today and they are
Skimming, Cursory Reading, Study Reading and Critical Reading.

a) Oral Reading : Loud reading is also known as ‘oral reading’. Oral reading is a useful means of
mastering the language code. It is also an effective method for reading comprehension and for
improving pronunciation.Even though there is a preference for silent reading, children need to
develop the skill of oral reading as they would benefit by reading aloud prose, poetry or drama. Oral
Reading leads to better appreciation of literature, improvement in pronunciation, phrasing, rhythm
and flexibility. Oral reading is generally slower than silent reading. In oral reading, it is limited only by
the ability to grasp meaning. Oral reading calls for interpreting to others, silent reading only to
oneself. Oral reading demand skills in voice, tone and pause and in sensing the mood and feelings
intended by the author.

Oral reading also has social values. It provides enjoyment in social group, helps and lets one share
content to which all do not have access and is useful in making reports and announcements and
presenting other information to a group. Oral reading requires all the sensory and perceptual skills
required in silent reading such as visual discrimination, rhythmic progression along a line of print and
the ability to take to the word those experiences that the writer, by his/her peculiar choice and
arrangement of words, hoped to call to the readers’ attention. Oral reading also requires skills
beyond those needed in silent reading.

b) Silent Reading : In silent reading, learners usually read a passage while abstaining from making
sound, whispering, murmuring or even moving lips while reading. This type of reading usually
follows loud reading and is useful at the advanced/higher levels of learning a language. Silent
reading gives a sense of fulfillment and achievement.Habits of oral reading usually are quite
different from those in silent reading.

c) Skimming is rapid reading for key words. The purpose of skimming is to locate the exact place
where information may be found, to obtain a general survey or birds’ eye view of a longer section
before settling down to read it carefully, or to determine whether the section is relevant to the
problem under consideration. It is a technique applied in extensive reading where a learner reads
the content, writes down the main points and then utilizes the information gathered for future use..
Skimming contributes to good study habits, for it saves time and energy and facilitates the location
of pertinent information
Scanning : is the technique “To read in between lines” meaning to read each and everything.
Everything contained in the text is read thoroughly, intensively and very objectively. The learner has
to scan the book for the content or information one needs. It develops the scientific attitude of
looking at things minutely, patiently, observing and understanding them and then drawing out
conclusions instead of rushing to conclusion

d) Cursory Reading In this type of reading, pupils read through once as rapidly as they can to make
selection. Skipping over unknown words is done to obtain a general over view or the main idea. This
is similar to skimming but it requires the reading of main units in more details than skimming does.
Cursory reading is also useful as a review of previously read material in order to make a summary. e)
Study Reading Study reading is another type of reading to which the rate of speed must be adjusted
according to the grade level of the students. This type of reading is done to obtain the greatest
possible understanding such as reading to visualise a scene, to comprehend directions, to follow
arguments, to make an outline, to prepare a play, to get information or to take an open book
examination. f) Critical Reading Critical reading begins in the primary grades when children are given
a chance to relate what they have read to their own experiences. Here the emphasis is on a critical
analysis of the complex patterns of style, found in the text which involves skills of judgement .

Intensive reading implies the ability of pupils to read not only for detailed comprehension of
meaning but also for mastering the structures and vocabulary. Intensive reading means assimilation
of language which consists of study of words, phrases and sentence structures even without a
teacher. The learners in their spare time can resort to intensive reading – studying of sentences,
structures including grammar, grasping of the sentence patterns besides getting information.
Intensive reading means understanding the text with its arguments, symbolic, emotional and social
overtness. It means to understand both linguistic and literary aspects of the context,
Extensive reading implies that pupils read for information or simply to draw pleasure out of reading.
It is also called ‘Rapid Reading’ or ‘Independent Silent Reading’. This kind of reading emphasizes
general comprehension and not language study. It means to read silently, quickly to understand the
subject matter efficiently and to read without the help of teacher. This enable the learner to ignore
certain paragraphs or lines not so important and to skip on to the important and interested ones.
According to Thompson and Wyatt, The main purpose of extensive reading is to engender in the
reader a taste for reading by encouraging the habit of visualizing what is read to make reading a
form of visual experience.