DEVELOPING READING SKILLS

DEVELOPING READING SKILLS

Good reading skills are important for academic studies. The MUET paper tests students ability to use a variety of reading skills. Candidates are given 90 minutes to answer 45 questions on 6 texts, so it is vital to identify which skills are being tested in each question and be able to apply them appropriately.

SKIMMING

• ·         Reading very quickly to get a general idea of the text
• ·         Involves selective reading of the most important points of the text
• ·         Do not read every single word

SCANNING

• ·         Obtaining specific information from the text while reading quickly and selectively
• ·         Useful when you need to locate a particular piece of information such as:

-  A date

-   A name

-   A number

-   A place

-   Certain phrases

DISTINGUISHING MAIN IDEAS FROM SUPPORTING DETAILS

• ·         The main idea is the central thought of the text or a paragraph
• ·         It is the key issue, or what the writer is trying to tell the reader
• ·         The main idea in a topic sentence can be found:

-   At the beginning of the text

-   In the middle or

-   At the end of the next

• ·         The other sentences in the text are supporting details that explain and develop the central thought. The supporting details can be:

-   Descriptions

-   Definitions

-   Facts

-   Examples

-   Reasons

DRAWING CONCLUSIONS

• ·         A conclusions is a judgement or decision made by the writer based on the facts or information provided in the text
• ·         It is the summing up of the information in the text.
• ·         Signal words such as:

-   Therefore, thus, hence

-   In conclusion, to conclude

-   Finally, as a result

-   Give an indiction of the conclusion of the paragraph or the whole text.

MAKING INFERENCES

• ·         An inference is an opinion or reasonable guess based on evidence or known facts provided in the text.
• ·         The reader may infer something, or make an educated guess about something based on:

-   Facts

-   Opinions

-   Experiences

-   Observations

-   Descriptions

• ·         These would have been provided in the text.

SUMMARIZING

• ·         A summary is a brief, concise statement which emphasizes the main ideas of a reading text.
• ·         A summary restates an idea, phrase, sentence using different (and fewer) words, phrases, expressions, etc. but maintains the original meaning.

DERIVING MEANING FROM CONTEXT

• ·         Figuring out the meaning of certain words based on the clies or information given in the text.
• ·         Such clues can be found

i.                    Before the word, phrase or expression

ii.                  After the word, phrase or expression

• ·         Some of the contextual clues include:

a)      Synonyms

b)      Antonyms

c)      Examples

d)      Definitions

e)      Affixes

f)       Restatement

REFERENCING

• ·    Referencing involves using certain words or phrases to replace other words or phrases such as pronouns and nouns.
• ·         There are two types:

a)      Anaphoric reference

-where a word or phrase ( anaphor ) refers back to another word or phrase used earlier in the sentence

Examples:

Tina likes chocolate cake but Ann can’t eat it.

The soldiers had to not only defend themselves from the enemy troops but they also had to find a way out of the forest. The word ‘they’ refers to the soldiers

b)      Cataphoric reference

-where a word or phrase (cataphor) refers forward to another word or phrase which will be used later in the text

Example:

When I met her, Susan looked ill.

DISTINGUISHING FACTS FROM OPINIONS

Facts

·         The truth, something/a hypothesis proven to be true by experiments or observations

Opinion

·         A personal belief, feeling or evaluation, judgement which is not proven

Distinguishing between fact and opinion allows the reader to make his or her own judgement on what is read

READING CRITICALLY TO ASCERTAIN PURPOSE, TONE AND ATTITUDE

• ·      Reading critically allows the reader to deduce how the writer feels about the issues presented and why he is presenting them.
• ·         The tone of the text indicates what the writer’s attitude is towards the subject.
• ·     Emotive words in the text can help you to infer or draw conclusions about the writer’s feeling about his subject matter.
• ·        Emotive words are seldom used in texts such as reports or extracts from scientific journals as these texts present hard facts.
• ·         Emotive words are more often used in articles or texts where the writer is trying to persuade the reader to support his point of view.
• ·         Some texts are biased opinions, which heavily favour one particular side or opinion.

PREDICTING OUTCOMES

• ·         Predicting outcomes is a reading skill that allows a reader to make an educated guess about what the writer is trying to say.
• ·         This helps you to read faster and understand the text better.

DISCERNING THE ORGANIZATION OF A PASSAGE

Organization of a passage :

• ·         refers to how the author has organized or shaped the text.
• ·         includes an understanding of how the information is grouped or ordered.
• ·   helps the reader to understand the author’s point of view and make the meaningful connections.

EXAMPLES OF HOW PASSAGES CAN BE ORDERED

• ·         Cause-effect: Presents an action or event that causes an effect or outcome. Some signal words and phrases include consequently, hence, because, and for this reason.
• ·         Problem-solution: Presents a problem along with a solution. Some signal words and phrases include finally, next, in fact, more important, and best of all.
• ·         Comparison-contrast:  Presents similarities and/or differences between ideas. Some signal words or phrases include similar, different, however, and on the other hand.
• ·         Chronological (sequence): Presents item in the order that they occured or in which they were planned. Some signal words used include first, before, after, later, and next.
• ·         Listing: Items are listed randomly. Some signal words used include another, in addition, also, several, and a number of.
• ·         Classification: Ideas are grouped in categories to illustrate a term or concept. The concept is further explained with examples and restatements. Signal words include an example of, characterized by, similarly, is defined, and as looks like.
• ·         Time order: Ideas or details are organized in order when they happen. Some signal words include during, immediately, initially, now, next, and then.
• ·         Factual description: Description that is based on facts.
• ·         Anecdote and illustration: Presents an interesting account or story supported by examples, explanation or descriptions. Some signal words include for example, like, such as, and for instance.
• ·         Hypothesis and evidence: Presents a hypothesis supported by research findings, facts or analysis.