|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...
References: |as suggested by Brown (1989) can be outlined as follows: |
|What it is |
|Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, |
|strategy . |
|Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary |
|Munby (1979) suggests four categories of questions that may be used in intensive reading. These |
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