Group :
1.
Eva rosadah : (2011-32-006)
2.
Ulilalbab : (2011-32-016)
3. Yusrulfauzi : (2011-32-047)
Class: ACADEMIC READING “ D”
ATIK ROKHAYANIS. PD,
M. Pd
|
Question :
1.find 6 reading myth!
2.what is reading efficiently
&critically?
Answer:
6 reading myths
Ayoungsterwhohasnot
masteredphonics cannot becomeagoodreader:
Manymillionsofadultsarelivingproofof
thefallacy of
thatstatement.Therearegood readers whohave nevermasteredphonics. Moreover,there
aremanyfunctional illiterateswhohavehadphonicsinstruction. Whether students-donotneedphonicsto
becomegood readers, or are unable to masterphonics,theywilllearntoreadbetter
andfaster withreadingmethodsthat matchtheirindividualreadingstyles.
' Today, weknowthat childrenhavedifferent
readingstyles.Thereareatleastadozen readingmethods,orwaystoteachreading, includingphonics,whole-word,languageexperience,recordedbooks,OrtonGillingham,
Fernald,choralreadingandsoon.Nosingle method,includingphonics,isbetter than another.Thereadingmethodwhichmost
closelymatchesastudent'sreadingstyleis the
onethat shouldbe selectedforthat
youngster.
pub_2_10_myths.pdf
Students should read all thestoriesin the basalreaderandcomplete alltheworkbook pages.
Allstudents shouldenjoyreadingandwant toreadontheirown.Agreat
dealofresearch indicates that
most children want toselect what
theyread, atleast someofthe time.If
astory inabasal reader isone that your students
dislikeorfinddull,skipit.Thatwill giveyoumoretimetoreadtoyourstudents, or allowthem areading period when they canselect bookstoread.
Ifyouscrutinize the pages inyour work book, you'll undoubtedly
find some pages that
areunnecessary foranystudents, some pages that are appropriate
forcertain stu dents,andsomepagesthatyoushouldassign toallyoungsters.
The timeyousavecanbe spent
onpleasurable reading activities.we
should not simply wait for children to develop reading skills in their own
time. When a child is not developing reading skills along with his or her
peers, that situation should be concerning The gap between children who have
well-developed literacy skills and those who do not gets wider and wider
pub_2_10_myths.pdf
There is a
definite set of reading skills that should be taught to every child
Clearly, if visual / global youngsters can learn to read fluently and with good
comprehension with holistic reading approaches, then there cannot be a
"set of reading skills" that
every child needs to become a
good reader.
pub_2_10_myths.pdf
Reading achievementtests measureaccurately ayoungster'sabilitytoread.
Noreadingachievementtestwhichisused for
student placement
should measure decodingabilities.Phonicsis
notareading goaltobeaccomplishedbyeverystudent.It
is,instead,oneofmanypossiblemethods
that canbeusedtohelpyoungstersread well.Reading
testsshould measure the
degreetowhichareadingprogramis helpingstudentstomoveclosertothereading
goalsstatedatthebeginningofthisarticle.
Someof today'sreadingachievementtests penalizeglobal students.toprovideanunbiasedappraisalofstudents'readingabilities,
reading achievement tests should:
(a) measure reading
comprehension,fluency, andvocabulary;and(b)containattractive
visualsandhigh-interest stories.Pictures helpbothglobalandvisualyoungstersto
understand writtenconcepts.Ifastoryis dull,it'sverylikelythatglobalyoungsters,
inparticularwillbecomeboredand findit hardtoconcentrateon,anddifficulttorecall
anyfactualinformationembeddedinthe story.
pub_2_10_myths.pdf
Reading with dim lighting can damage your vision.
Reading with dim lighting can damage your vision. Is this right?
This is a myth. Because reading in dim light at worst will only lead the eye
fatigue more quickly than compared whit reading in a well-lit. This should not
be too surprising, given the fact that people have been read only by the light
of a candle for centuries without any reports of damage to their eyesight.
The myth ofvisionis evenwidely believedin the medical communityasa
doctor. Besides
doctors, 56.3%of teacherssurveyed byBio MedCentralsaid
that tokeep your eyes healthy, you should avoid reading in the dim lighting.
Although there are noscientific studies thatwere
abletodemonstrateconclusivelythat readingbydimlightingcandamage your vision in
the long run thanreading withthe lightingis bright enough recently.
Eyestraincaused byreadingin dim lightdoes nothave serious
consequences, and youjust need torest your eyesto eliminate them. Youjustneed a
breakfrom focusing onsomething close,and insteadsee
something thatisquite far away. Mosteye doctorswill recommenda breakfor
oneortwo minutesevery15-30 minutes. In addition,closing eyesfor a momentcan
also helpbecause whenyoureadnormally blinkless oftenthanyou usually dowhen
you'renotreading, so thatyour eyeswill be a littledry. Tryto trainyourself toblinkregularlywhen readingcan also beused to
reduceeye fatigue.
Reading Faster = Lower Comprehension
Many readers believe that reading faster will significantly lower
their ability to comprehend well. The truth is that good comprehension only
depends on whether you can extract and retain the information you read. Some
people read fast and comprehend well; others read slowly and comprehend poorly.
What we do know is that reading faster has been scientifically proven to
improve comprehension.
Slow Reading = More Enjoyment
Some readers feel they are only able to enjoy the text they are
reading more if they read it slowly. Quite the opposite is true! Speed reading,
effectively and efficiently, allows the words to lift off the page and create a
movie in one's mind.
The average reader reads at 180 - 220 words per minute, the rate at
which they can speak, and rereads up to 67% of what they read to regain
comprehension. Reading slower than your brain works is not enjoyable.
what is
reading efficiently &critically?
Reading critically
We are often told to give a book a good
critical reading. But do we know what that means?
Critical reading means reading with
the goal of finding deep understanding of a material, whether it is fiction or
nonfiction. It is the act of analyzing and evaluating what you are reading as
you progress, or as you reflect back.
Using Our
Head
When you read a piece of fiction critically, you use your
common sense to determine what the writer means, as opposed to what the written
words actually say.
One way to read a text critically is
to be aware of the lessons or messages that a writer is sending in a subtle
way.
After reading a text a critical
reader would reflect back on the many scenes and look for a lesson or a
message. What is the writer trying to say about courage and war? .When
you read this passage critically, you actually read between the lines.
Critical Reading: What is Critical
Reading, and why do I need to do it?
Critical reading means
that a reader applies certain processes, models, questions, and theories that
result in enhanced clarity and comprehension. There is more involved, both in
effort and understanding, in a critical reading than in a mere
"skimming" of the text. What is the difference? If a reader
"skims" the text, superficial characteristics and information are as
far as the reader goes. A critical reading gets at "deep structure"
(if there is such a thing apart from the superficial text!), that is, logical
consistency, tone, organization, and a number of other very important sounding
terms.
What does it take to be
a critical reader? There are a variety of answers available to this question;
here are some suggested steps:
1. Prepare to become
part of the writer's audience.
After all, authors
design texts for specific audiences, and becoming a member of the target
audience makes it easier to get at the author's purpose. Learn about the
author, the history of the author and the text, the author's anticipated
audience; read introductions and notes.
2. Prepare to read with
an open mind.
Critical readers seek
knowledge; they do not "rewrite" a work to suit their own
personalities. Your task as an enlightened critical reader is to read what is
on the page, giving the writer a fair chance to develop ideas and allowing
yourself to reflect thoughtfully, objectively, on the text.
3. Consider the title.
This may seem obvious,
but the title may provide clues to the writer's attitude, goals, personal
viewpoint, or approach.
4. Read slowly.
Again, this appears
obvious, but it is a factor in a "close reading." By slowing down,
you will make more connections within the text.
5. Use the dictionary
and other appropriate reference works.
If there is a word in
the text that is not clear or difficult to define in context: look it up. Every
word is important, and if part of the text is thick with technical terms, it is
doubly important to know how the author is using them.
6. Make notes.
Jot down marginal notes,
underline and highlight, write down ideas in a notebook, do whatever works for
your own personal taste. Note for yourself the main ideas, the thesis, the
author's main points to support the theory. Writing while reading aids your
memory in many ways, especially by making a link that is unclear in the text
concrete in your own writing.
7. Keep a reading
journal
In addition to
note-taking, it is often helpful to regularly record your responses and
thoughts in a more permanent place that is yours to consult. By developing a
habit of reading and writing in conjunction, both skills will improve.
Critical reading
involves using logical and rhetorical skills. Identifying the author's thesis is a good place to start, but to grasp how
the author intends to support it is a difficult task. More often than not an
author will make a claim (most commonly in the form of the thesis) and support
it in the body of the text. The support for the author's claim is in the
evidence provided to suggest that the author's intended argument is sound, or
reasonably acceptable. What ties these two together is a series of logical
links that convinces the reader of the coherence of the author's argument: this
is the warrant. If the author's premise is not supportable, a critical reading
will uncover the lapses in the text that show it to be unsound.
Reading Efficiently
Efficient
reading is about reading in a way that allows you to understand the writer's
message without spending too much time in the process. It's also about reading
with a clear purpose in mind so that you only read material that is relevant. When
you're reading in preparation for an essay or for understanding generally,
remember that good reading strategies go hand-in-hand with good note-taking
skills.
How efficiently do you
read? Do you have more to read than time allows? You probably don't have to
look beyond the top of your desk to realize the importance of reading
efficiently. Managers are shuffling more paper and reading more reports and
books than ever before. In many cases, their reading has become narrow and
specialized, to keep up with their chosen fields or to learn more about
specific management practices. The solution is to read more efficiently.
For purposes of the
following discussion, I would like to define efficient reading as the
extraction of information and meaning from a letter, memo, paper, report, or
book as rapidly and completely as possible. In this process the individual
words are only important in the way they contribute information and meaning.
Managers cannot afford
to pass up any opportunity to improve their reading skills. Alec Mackenzie,
author of The Time Trap, found that managers are spending roughly 30 percent of
their time reading.
Although the need to
read efficiently is clear, managers often possess reading abilities far below
their capacities. They learned to read during their elementary years and have
not taken advantage of reading improvement programs available today. Their
limited reading techniques have not prepared them for the formidable array of letters,
memos, papers, and reports they read daily. Unfortunately, some otherwise
efficient managers are unable to read and readily understand information
presented in professional journals, magazines, and books published in their
chosen fields. Others forgo the opportunity to read for pleasure daily papers,
weeklies, monthly magazines, and books because they read too slowly. They
cannot afford time to read more extensively.
If you truly desire to
read efficiently, there are basic steps you can take to master this
communication skill. At the outset, give thoughtful consideration to the four
key factors described below which influence reading efficiency.
Key
Factors
The most important
factor in efficient reading is comprehension. Reading is not simply a process
of examining words, but one of extracting information and meaning from them.
Francis Bacon once said, "Reading maketh a full man. . . ."
Comprehension is the ability to understand what you read. It depends upon your
ability to concentrate while reading and to grasp and retain ideas. There are
three things that you, as the reader, can do to gain full meaning of the
written word. First, determine the writer's basic theme or purpose in preparing
the document, whatever its length. Second, determine the writer's point of view
and examine his supporting evidence. Third, evaluate the written word on the
basis of your understanding of it, and decide whether to accept or reject the
basic thesis of the writer.
Another important factor
in efficient reading is the rate at which you progress through the written
word. You must be able to read rapidly - to get the message quickly because
time is a valuable commodity. In a survey of chief executives some 83 percent
said they did not have time to keep up with the reading in their fields. This
is shocking when one realizes that keeping aware of developments in a chosen
field is of paramount importance for managerial survival today. A factor also
worthy of note is adaptability. From time to time you should check to be sure
you are adapting your comprehension and reading rate to (a) the nature of the
material you are reading, i.e., "light" or "heavy," matter,
and (b) your reading objectives.
Finally, the efficient
reader is discriminating. He chooses carefully what he reads. He decides in
advance what might be gained from reading the material. Then he determines the
most efficient manner to gain that knowledge. If the material must be understood
thoroughly, he reads with attention to detail. If the material must be read to
gain some general information, he reads rapidly. This saves time and still
provides the information needed.
Reading
Rate
How fast do you read?
How fast can you read? There is considerable controversy over the pace at which
people can read efficiently. Some say that, 900 words per minute is the limit
imposed by physiological barriers; others claim that this reading rate can be
exceeded when the material is non-technical in nature.
Numerous courses are
devoted to improving the rate at which we read. They are known as either
speed-reading or rapid-reading courses. These courses often rely heavily on
mechanical devices that force the student to concentrate, and read more and
more rapidly.
The experts who
developed the speed-reading courses believe the average reader just plods
along. Therefore, most of us have potential to improve our reading rate. If
you're going to try to improve your rate, a reasonable goal would be to increase
it threefold. To do so, you must first examine your present reading habits.
A great deal of effort
and concentrated practice is required to increase your reading rate. It is up
to you to dedicate yourself to the task. Initial improvement may come about
quite readily. Experts in the field have found the average college graduate can
improve his reading rate by simply trying harder. It is interesting to note
that this increased rate can take place without any loss of comprehension.
If you are really sincere
about increasing your reading rate, there are five basic steps to take:
- Increase your span of recognition.
- Decrease your fixation time.
- Decrease the number of regressions.
- Eliminate sub-vocalization.
- Increase your vocabulary.
Let's briefly examine
each of these steps.
Span
of Recognition. Your
eyes move and then pause one or more times as they cross a line of written
material. Reading occurs during the stops between the movements. The frequency
of these stops, called "fixations," is determined by the eye span -
the span of recognition. If the span of recognition is increased, fewer
fixations per line and an increase in reading rate will occur. With practice,
the span of recognition can be increased. Practice reading the daily paper with
a single fixation per line.
Fixation
Time. If you are a slow
reader, you not only make more fixations but take more time on each fixation
than faster readers. Force yourself to read at an uncomfortable rate and you
will soon reduce the fixation time. Time yourself using a stop watch, and try
to read each succeeding page of a book at a faster rate.
Regression. When your eyes
move backward to the left side of a page to fix on a word or phrase, you are
regressing. Fast readers make fewer regressions than slow readers. Regression
is not necessarily bad. Regression to analyze a confusing statement or to
reexamine an unfamiliar work is certainly desirable to improve comprehension.
It is important to note that when your mind begins to wander while reading,
regression increases. Therefore try to keep your reading rate high and your
mind interested in the material you are reading.
Sub-vocalization. Most of us learned
to read aloud before we learned to read silently. Consequently, when we started
to read silently, we tended to continue to say each word to ourselves.
Sub-vocalization can limit our reading rate to as few as 250 to 300 words per
minute - the rate many of us read aloud. A faster reader uses only his eyes and
brain to read silently. His throat muscles do not vibrate. Continued practice
at speeds greater than 400 words per minute will do much to break the
sub-vocalizing habit. Also, chewing gum while reading silently may help to
break this long-standing habit. In any case, don't become discouraged if you
can't break the habit completely.
Vocabulary. If you have a poor
vocabulary, your comprehension will be diminished and you will have a greater
tendency to regress. The best way to increase your vocabulary is to read more
extensively and thus find new meanings for old words. Also, new words will
become more clear in context. Take time to find the new words you discover in
the dictionary. As you learn the meanings and uses of these new words, as well
as new meanings for old words, they will become an active part of your reading vocabulary
- provided you continue to read extensively.
In the final analysis,
remember that reading rate is a variable. Your reading rate will be higher when
you read "light" rather than "heavy" material.
Some
Final Observations
Reading improvement is a
continuing process. It should not terminate upon graduation from high school or
college. For leaders of our modern, complex organizations efficient reading is
imperative.
The main barriers to
efficient reading will always be short spans of recognition, long fixation
time, regression, sub-vocalization, and inadequate vocabulary. To become an
efficient reader, try to overcome these barriers. You can do so by following
the suggestions made here. You can then increase your reading efficiency still
more by adjusting your reading rate to your reading objective and reading
material.
Part of the art of
reading is to skip judiciously. In fact, it is important to decide whether to
read or not to read something at all. Most reports, magazine articles, or books
have only a few useful ideas to offer. The trick is to find them quickly. This
can be done by:
- scanning the table of contents for a rough idea of what it is all about,
- scanning it quickly to get to know the writer and how he writes, and
- reading carefully those sections that appear to contain the information in which you have an interest.
If you make a decision
not to read an article, report, or book, you have gained time and not filled
your mind with useless information. This gives you more time for important and
entertaining reading. Regarding reading for entertainment, Bennett Cerf
believed that anybody fortunate enough ". . . to have learned the joys of
reading in his formative years. . . knows there has never been, and never will
be a substitute for a good book." Someone has pointed out that "the
person who doesn't read good books has no advantage over the person who can't
read them."
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