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|Types of Reading | |Maija MacLeod | |[pic] | |In this Page: | |Overview | |Intensive Reading | |Extensive Reading | |Intensive and Extensive Reading Together | |Scanning | |Skimming | |Scanning and Skimming Together | |References | |[pic] | |Overview: | |Several types of reading may occur in a language classroom. One way in which these may be categorized ,| |as suggested by Brown (1989) can be outlined as follows: | |                            A. Oral | |                            B. Silent | |                                 I. Intensive | |                                    a. linguistic | |                                    b. content | |                               II. Extensive | |                                   a. skimming | |                                   b. scanning | |                                   c. global | |The first distinction that can be made is whether the reading is oral or silent. This web page will not| |deal with oral reading, only silent reading.  | |Within the category of silent reading, one encounters intensive and extensive reading.  Intensive | |reading is used to teach or practice specific reading strategies or skills. The text is treated as an | |end in itself.  Extensive reading on the other hand,  involves reading of large quantities of material,| |directly and fluently.  It is treated as a means to an end. It may include reading reading simply for | |pleasure or reading technical, scientific or professional material. This later type of text, more | |academic, may involve two specific types of reading, scanning for key details or skimming for the  | |essential meaning.   A relatively quick and efficient read, either on its own or after scanning or | |skimming, will give a global or general meaning.  | |This web page then will first examine intensive reading. The second part will deal with extensive | |reading, with a focus on how it results in a general or global meaning. The fourth part gives a short | |comment on how intensive and extensive reading may operate in the...
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