MODUL 2
Reading
Definition
For many years, three basic definitions of reading have driven literacy
programs in the United States (Foertsch, 1998). According to the first
definition, learning to read means learning to pronounce words. According to
the second definition, learning to read means learning to identify words and
get their meaning. According to the third definition, learning to read means
learning to bring meaning to a text in order to get meaning from it.Although these definitions reflect long-standing views of reading, current literacy research supports a more comprehensive definition of reading. This new definition includes all of the above definitions and places learning skills in the context of authentic reading and writing activities. It recognizes the importance of skill instruction as one piece of the reading process (Allington & Cunningham, 1996; International Reading Association & National Association for the Education of Young Children, 1998; Maryland State Department of Education, n.d.; Snow, Burns, & Griffin, 1998). It also supports balanced reading instruction for all students (Allington & Cunningham, 1996; Au, 1993; Foertsch, 1998; International Reading Association & National Association for the Education of Young Children, 1998; Snow, Burns, & Griffin, 1998).
· The Art of
Reading
"[W]e can roughly define what we mean by the art of reading as follows: the process whereby a mind, with nothing to operate on but the symbols of the readable matter, and with no help from outside, elevates itself by the power of its own operations. The mind passes from understanding less to understanding more. The skilled operations that cause this to happen are the various acts that constitute the art of reading. . . .
"We have shown that activity is the essence of good reading, and that the more active reading is, the better it is."
(Mortimer Adler and Charles Van Doren, How to Read a Book. Simon and Schuster, 1972)
"[W]e can roughly define what we mean by the art of reading as follows: the process whereby a mind, with nothing to operate on but the symbols of the readable matter, and with no help from outside, elevates itself by the power of its own operations. The mind passes from understanding less to understanding more. The skilled operations that cause this to happen are the various acts that constitute the art of reading. . . .
"We have shown that activity is the essence of good reading, and that the more active reading is, the better it is."
(Mortimer Adler and Charles Van Doren, How to Read a Book. Simon and Schuster, 1972)
· The P2R Reading
System: Preview, Read Actively, Review
"You can get more out of the time you spend reading your textbook by using an easy, three-step approach.
"The P2R reading/study system is designed for textbooks that are from easy to average level in difficulty. . . . First, preview the entire chapter. Next, read actively by highlighting or taking notes as you read. Finally, review using an active strategy such as reciting, answering review questions, or writing questions in the margin."
(Dianna L. Van Blerkom, Orientation to College Learning, 6th ed. Wadsworth Cengage, 2010)
"You can get more out of the time you spend reading your textbook by using an easy, three-step approach.
"The P2R reading/study system is designed for textbooks that are from easy to average level in difficulty. . . . First, preview the entire chapter. Next, read actively by highlighting or taking notes as you read. Finally, review using an active strategy such as reciting, answering review questions, or writing questions in the margin."
(Dianna L. Van Blerkom, Orientation to College Learning, 6th ed. Wadsworth Cengage, 2010)
· Annotation: A
Strategy for Active Reading
"Annotation is a strategy for active reading wherein you write the key information (such as major points, definitions, and examples) in the margins of your text. You are looking for and marking all the information you will need to remember from each chapter. Because it gives you a purpose, you'll find that annotation helps you concentrate while reading, and it actually helps you learn from the text."
(Sherrie Nist-Olejnik and Jodi Patrick Holschuh, College Rules!: How to Study, Survive, and Succeed in College, 3rd ed. Ten Speed Press, 2011)
"Annotation is a strategy for active reading wherein you write the key information (such as major points, definitions, and examples) in the margins of your text. You are looking for and marking all the information you will need to remember from each chapter. Because it gives you a purpose, you'll find that annotation helps you concentrate while reading, and it actually helps you learn from the text."
(Sherrie Nist-Olejnik and Jodi Patrick Holschuh, College Rules!: How to Study, Survive, and Succeed in College, 3rd ed. Ten Speed Press, 2011)
· "The more we
read, the more we are able to read. . . . Every time a reader meets a new word,
something new is likely to be learned about the identification and meaning of
words. Every time a new text is read, something new is likely to be learned
about reading different kinds of text. Learning to read is not a process
of building up a repertoire of specific skills, which make all kinds of reading
possible. Instead, experience increases the ability to read different kinds of
text."
(Frank Smith, Understanding Reading: A Psycholinguistic Analysis of Reading and Learning. Lawrence Erlbaum, 2004)
(Frank Smith, Understanding Reading: A Psycholinguistic Analysis of Reading and Learning. Lawrence Erlbaum, 2004)
· "Reading
is a means of thinking with another person's mind; it forces you to stretch
your own."
(Charles Scribner, Jr.)
(Charles Scribner, Jr.)
· "Reading
maketh a full man; conference a ready man; and writing an exact man. And
therefore, if a man write little, he had need have a great memory; if he confer
little, he had need have a present wit: and if he read little, he had need have
much cunning, to seem to know that he doth not."
(Francis Bacon, "Of Studies," 1625)
(Francis Bacon, "Of Studies," 1625)
· Four Kinds of
Readers
"There are four kinds of readers. The first is like the hour-glass; and their reading being as the sand, it runs in and runs out, and leaves not a vestige behind. A second is like the sponge, which imbibes everything, and returns it in nearly the same state, only a little dirtier. A third is like a jelly-bag, allowing all that is pure to pass away, and retaining only the refuse and dregs. And the fourth is like the slaves in the diamond mines of Golconda, who, casting aside all that is worthless, retain only pure gems."
(Samuel Taylor Coleridge)
"There are four kinds of readers. The first is like the hour-glass; and their reading being as the sand, it runs in and runs out, and leaves not a vestige behind. A second is like the sponge, which imbibes everything, and returns it in nearly the same state, only a little dirtier. A third is like a jelly-bag, allowing all that is pure to pass away, and retaining only the refuse and dregs. And the fourth is like the slaves in the diamond mines of Golconda, who, casting aside all that is worthless, retain only pure gems."
(Samuel Taylor Coleridge)
·
Active Reading
"Think as well as read, and when you read. Yield not your minds to the passive impressions which others may make upon them. Hear what they have to say; but examine it, weigh it, and judge for yourselves. This will enable you to make a right use of books--to use them as helpers, not as guides to your understanding; as counselors, not as dictators of what you are to think and believe."
(Tryon Edwards)
"Think as well as read, and when you read. Yield not your minds to the passive impressions which others may make upon them. Hear what they have to say; but examine it, weigh it, and judge for yourselves. This will enable you to make a right use of books--to use them as helpers, not as guides to your understanding; as counselors, not as dictators of what you are to think and believe."
(Tryon Edwards)
Study time rule: 1 hour of class = 2 hours of study time!
This reading method will seem slow at first, but the benefits will soon be clear: You will remember more of what you read, and you won't waste time repeating work you've already done!
SQ3R Means:
Survey
Question
Read
Recite
Review
SURVEY THE CHAPTER
Do not read the chapter yet!
Do these steps first:
- Read
the title - prepare your mind to study the subject.
- Read
the introduction and/or summary - think about how this chapter fits the
author's purposes, and focus on the author's statement of most important
points.
- Quickly
look over each boldface heading and subheading - organize your mind
before you begin to read - build a structure for the thoughts and details
to come.
- Look
over any graphics, charts, maps, diagrams, etc. They are there to make a
point - don't miss them.
- Notice
the reading aids - italics, and boldface print show that
something is important
- Also,
the chapter objective and the end-of-chapter questions are all included to
help you sort, understand and remember the information.
QUESTION
Do not read the chapter yet!
Do these steps first:
Create questions from your reading to help your
mind think about the material. Look at each section at a time and turn the boldface headings into as many questions as you think will be answered in that section. The better the questions, the better your understanding will be. You may always add more questions as you continue. When your mind is actively searching for answers to questions, it is learning! This is also the best way to predict test questions - where do you think your teachers think up questions?!
Here's an example: if a heading says "Parts of the Flower," you can make a question like: "What are the parts of a flower?" "Historic People" can be a question like "Name some historic people."
Make up as many questions as you possibly can.
READ
Ok, now it is time to read
the chapter, but follow these steps:
As you read, look for the answers to the
questions you wrote, and write the answers in your notes! Read each section of the chapter with your questions in mind. Look for the answers, and take note of questions you didn't think of that were answered in that section.
RECITE
As you read the chapter, you
should recite your notes.
Reciting
means practicing out loud what you’ve written down. Yes, that's right -
talk to yourself! After each section of reading, stop, think about your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can say what you have learned!
REVIEW
Spend 15 minutes every day
reviewing your notes.
Once you've finished the entire chapter using
the steps above, go back over all the questions that you made. See if you can
still answer them. If you cannot, read the
chapter again, being careful to answer your own questions.
Writing
Writing is the representation of language in a textual medium
through the use of a set of signs or symbols (known as a writing
system).[1] It
is distinguished from illustration, such as cave
drawing and painting, and non-symbolic
preservation of language via non-textual media, such as magnetic tape audio.Writing most likely began as a consequence of political expansion in ancient cultures, which needed reliable means for transmitting information, maintaining financial accounts, keeping historical records, and similar activities. Around the 4th millennium BC, the complexity of trade and administration in Mesopotamia outgrew human memory, and writing became a more dependable method of recording and presenting transactions in a permanent form.[2] In both Ancient Egypt and Mesoamerica writing may have evolved through calendrics and a political necessity for recording historical and environmental events. The oldest known use of writing in China was in divination in the royal court.
Techniques for Writing
Writing is a way of discovering
ideas as well as a way of expressing them. Therefore, few writers are able to
make their ideas and words work together perfectly on the first try. Most
writers produce several drafts, or experimental versions, of a piece of
writing before arriving at a final draft. As you write your drafts and move
toward a final one for each of your writing projects, you will be examining
your own thoughts and developing skills for expressing them. Chapter 16 offers
some techniques and tools for use along the way. You will learn to
- explore topics by freewriting and clustering.
- limit topics and use topic sentences.
- clarify points through the use of examples and specific
language.
- highlight organization with paragraph breaks and
transitional words.
- keep your reader with you by writing thesis statements
and conclusions.
- gain perspective by giving and receiving peer
responses.
Definition of listening
· "[L]istening does not mean simply maintaining a polite silence while you are rehearsing in your mind the speech you are going to make the next time you can grab a conversational opening. Nor does listening mean waiting alertly for the flaws in the other fellow's argument so that later you can mow him down. Listening means trying to see the problem the way the speaker sees it--which means not sympathy, which is feeling for him, but empathy, which is experiencing with him. Listening requires entering actively and imaginatively into the other fellow's situation and trying to understand a frame of reference different from your own. This is not always an easy task.
"But a good listener does not merely remain silent. He asks questions. However, these questions must avoid all implications (whether in tone of voice or in wording) of skepticism or challenge or hostility. They must clearly be motivated by curiosity about the speaker's views."
(S.I. Hayakawa, "How to Attend a Conference." The Use and Misuse of Language, ed. by S.I. Hayakawa. Fawcett Premier, 1962)
Identification
·
Listening skills are essential in the workplace,
the family and the community at large. Careers in communications, management,
planning, sales, and fund raising, to name a few, rely on good listening
skills. Listening, however, is more than just being able to hear and understand
what someone else says. Listening skills involve etiquette, asking for
clarification, showing empathy and providing an appropriate response.
Body Language
·
Good listening skills include using body
language that empowers the speaker. You should make eye contact with the
speaker. In a large auditorium or in a classroom, this means keeping your eyes
looking at the speaker, not down or gazing at some daydream. Keep your hands
down, not folded across your chest. Sit up and look alert.
Respect
·
People who have good listening skills show
respect to the speaker by not interrupting him while he is talking. Even if the
speaker stutters or is slow to speak or select his words, being patient and
restraining yourself from finishing his sentences is a mark of a good listener.
Comprehension
·
Good listening skills depend on good
comprehension. Demonstrate that you understand by restating what you think you
have heard. Then ask if you, in fact, did hear correctly. Ask questions that request
specific clarification on points that you are unsure about. Be cognizant of the
length of time that you speak, making sure not to dominate or usurp the
conversation.
Response
·
Good listening skills are measured by the
response of the listener. First, the response should validate the speaker with
etiquette and empathy. Next, it should show that the listener understands the
message. When the message has been adequately delivered and received, the
result should be an action or statement that demonstrates that there has been a
transaction between the speaker and the listener.
Top Ten Listening TechniquesTop Ten Listening Techniques
Listening seems like a simple process and yet so many of us are more
eager to talk than to listen. Someone once said we were given two ears
and one mouth for a reason. What better gift could you give to your
family, friends, peers and bosses than to listen to them so that they feel
really heard? Here are some tips:
1. Stay present – Don’t let your mind wander. Many are composing a
response before the speaker has a chance to completely finish his/her
thought.
2. Make eye contact – Let the speaker see your interest by regularly
making eye contact.
3. Ask questions for clarification – This is not your time to respond.
Get really clear about what is being said. If you don’t understand,
ask questions in an open non-charged manner.
4. Acknowledge feelings – If the speaker is telling you something about
his/her feelings, acknowledge them. You don’t have to agree to show
that you see the speaker is upset or happy about something.
5. Restate or paraphrase – Make sure you are getting the information
the speaker is presenting by periodically repeating what you hear in
different words the speakers. “Let me see if I’ve got it so far?”
6. Seek first to understand and then to be understood - Before you
state your thoughts and ideas make sure you totally understand and
acknowledge the speakers thoughts.
7. Give nonverbal feedback - While the speaker is speaking, be sure to
smile, nod, frown, shrug your shoulders, or raise your eyebrows –
whatever is appropriate.
8. Silence – Don’t be afraid of this. Periods of total quiet will
allow you and the speaker to think about what was said. When you are sure
the speaker has completed his/her thoughts on the subject it will be
time for you to comment.
9. Take in all the information both verbal and nonverbal – Focus on the
meaning of what is being said and also what is not being said.
10. Get permission – Sometimes people just want to be heard. At other
times they are seeking advice. Give advice only when requested and
only after the person has had a chance to give you the whole story. If
you are not sure, ask if the person is looking for your input.
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