chapter two understanding the reading process reading is a form of thinking. improving reading means...
TRANSCRIPT
Chapter Two
Understanding the Reading Process
Reading is a form of thinking.
Improving reading meansimproving your thinking.
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
We read with our brain...not
our eyes.
Connect your knowledge & experience with the words on the page.
Chapter Two
The Three Stages of Reading(more in Lesson 3)
2. Process information.
3. React to what you read.
1. Prepare yourself to read.
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Improving Your Reading
©2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Are You Understanding?
NO, because . . .
. . . the material or subject is new to me.
. . . there are too many words I don’t know.
. . . I can’t concentrate.
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Are You Understanding?
NO: The material or subject is new to me.
1. Keep reading; it might become clearer
2. Look up supplemental info
3. Ask someone else for some info
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Are You Understanding?
NO: There are too many words I don’t know.
1. Use context clues.
2. Look up the word in a dictionary.
3. Refer to a glossary (if there is one)
4. Ask someone.© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Are You Understanding?NO: I can’t concentrate.
Identify the problem.
1. Physical (tired / hungry / sick)?
2. Psychological (worrying / daydreaming)?
3. Environmental (noise / phone / Internet)?
4. Priorities (other people / to do list)?© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Are You Understanding? NO: I can’t concentrate.
What else can you do to concentrate?
1. Read actively (highlight, annotate, take notes)
2. Use squishy toys
3. Wear headphone / ear plugs
4. Take breaks© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Your Reading Rate
©2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
When to Adjust Your Reading Rate1. How much do you already know about this?
2. Do you want to remember details?
3. What’s the vocabulary like?
4. Are there charts & graphs?
5. Are there pictures & photos?
6. How descriptive is the writing?© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
How to Increase Your Reading Rate1. Read often, practicing with material you like.
2. Keep track of wpm & push up every day.
3. Improve concentration.
4. Solve reading problems (glasses, lighting, etc.)
5. Improve your vocabulary.
6. Constantly expand your knowledge.© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Adjust Your Reading Rate
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Reading Type Words Per Minute Purpose
Information Gathering
Scanning 1,500 wpm Looking for info, like a name or date
Skimming 800-1,000 wpm Overview of highlights
Reading
Rapid 300-400 wpm Easy material; reading for fun; quick info
Average 200-300 wpm Textbooks; literature
Study 50-200 New vocabulary; technical material; complex concepts; heavy detail; material for memorization
Chapter Two
Improving Your Vocabulary
©2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Context clues (see p. 83) Definitions Synonyms Contrasts Experience Example Clues from other sentences
Use CLUES
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Word-Structure (Etymology) Clues Root: base part of a word, having its own meaning
later = side Affixes: word part “fixed” (attached) to the root
Prefix: affixed to the beginning of the root uni- = one
Suffix: affixed to the end of the root -al = pertaining to
What does unilateral mean?The terrorists demanded unilateral negotiations.
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
• Denotation The literal (neutral) meaning of a word; its dictionary definition:
She has unusual tastes.He was in jail.
• Connotation An nonliteral (positive or negative) meaning associated with a word:She has distinctive tastes. She has weird tastes.He was in a correctional facility. He was in a penitentiary.
Denotations and Connotations
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
Figurative Language“Figures of Speech”
• Create vivid pictures or unusual comparisons• I’m buried in homework!• Time is money!
• Do not literally mean what they say• I’m starving to death.• The wind sliced through us like sharp knives.
Reader must interpret their meaning© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Chapter Two
1. Metaphor (MET-uh-for):A comparison between two unlike things, usually with “is” or “was”Grandpa’s face is a raisin.Shyness was my prison.
2. Simile (SIM-uh-lee): A comparison between unlike things, usually with “like” or “as”Her fleece was white as snow. Being a student is like having a job.
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Four Types of Figurative Language
Chapter Two
3. Hyperbole (high-PER-buh-lee): Uses obvious exaggeration for emphasis and effect.The books for this class cost a fortune.Her perfume suffocated me.
4. Personification (pers-ahn-if-uh-KA-shun):Nonhuman / nonliving things given human qualities.The machine ate my card.The brownie called out to me.
© 2009 Dr. Martha J. Bianco & McGraw-Hill Higher Education
Four Types of Figurative Language