PRACTICE DAILY AT HOME
Reading well is a skill and, like any skill, it wanes and flourishes, depending upon how actively you practice it. Increasing your eye span, and thereby your absorption rate, will improve your comprehension and make the act more meaningful and enjoyable.
Practice daily: 15 to 30 minutes of reading a day, with understanding, at your best speed, will strengthen your capacity and rate. Average speeds: The average person will read easy to light material at 250-300 words per minute (wpm); will read medium to difficult material at 200-250 wpm; and will read difficult material at 100-150 wpm.
Finding your reading speed: Take an average page of material, count the number of words in a line, multiply them by the number of lines on the page (omitting headings), and you have the number of words on the page. With a watch that has a sweep second hand, find the number of minutes and seconds it takes you to read the entire page with understanding. Divide your time into the number of words, and you'll have your rate of speed; e.g. if you read 440 words in one minute and 45 seconds (150 seconds), you read four words a second, or 240 words per minute.
Question yourself on the material and review it. If you are missing important details, then you are probably going too fast. Don't get discouraged. Keep at it.
Read three or four articles a day for a few weeks. Use the same length and kind of material, pushing yourself, but checking constantly for comprehension. Note your speed so you can check your progress. The Exponent is good for this purpose.
Read more difficult materials in vocabulary, style and content. Follow the same procedure as above. You'll find your reading ability greatly improved through this process in 6- 8 weeks. Reach the 300 words per minute level on easy material, and you'll be reading as well as the average reader. Continue reading at least a
half an hour a day. You'll find your proficiency and enjoyment increasing and you'll be maintaining a skill that will continue to bring you a lifetime of satisfaction.
INFORMATION FOUND ON:
www.cla.purdue.edu/asc/documents/suggestions_for_i_re.pdf
Reading well is a skill and, like any skill, it wanes and flourishes, depending upon how actively you practice it. Increasing your eye span, and thereby your absorption rate, will improve your comprehension and make the act more meaningful and enjoyable.
Practice daily: 15 to 30 minutes of reading a day, with understanding, at your best speed, will strengthen your capacity and rate. Average speeds: The average person will read easy to light material at 250-300 words per minute (wpm); will read medium to difficult material at 200-250 wpm; and will read difficult material at 100-150 wpm.
Finding your reading speed: Take an average page of material, count the number of words in a line, multiply them by the number of lines on the page (omitting headings), and you have the number of words on the page. With a watch that has a sweep second hand, find the number of minutes and seconds it takes you to read the entire page with understanding. Divide your time into the number of words, and you'll have your rate of speed; e.g. if you read 440 words in one minute and 45 seconds (150 seconds), you read four words a second, or 240 words per minute.
Question yourself on the material and review it. If you are missing important details, then you are probably going too fast. Don't get discouraged. Keep at it.
Read three or four articles a day for a few weeks. Use the same length and kind of material, pushing yourself, but checking constantly for comprehension. Note your speed so you can check your progress. The Exponent is good for this purpose.
Read more difficult materials in vocabulary, style and content. Follow the same procedure as above. You'll find your reading ability greatly improved through this process in 6- 8 weeks. Reach the 300 words per minute level on easy material, and you'll be reading as well as the average reader. Continue reading at least a
half an hour a day. You'll find your proficiency and enjoyment increasing and you'll be maintaining a skill that will continue to bring you a lifetime of satisfaction.
INFORMATION FOUND ON:
www.cla.purdue.edu/asc/documents/suggestions_for_i_re.pdf
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Author: Margaret A.Dwy
FOUR GENERAL RULES
As a teacher begins to modify his approach top the teaching of reading, he should bear four important points:
• His secondary. Level students already know how to read; so the teacher task is not to teach but to transfer skills.
• Secondary students are young adults, and as young adults the understanding of a topic must be motivated; so they can be able to see their progress.
READING SPEED AND EFFICIENCY
The main goal of the reading program should be that students read efficiently.
An efficiently reader reads quickly enough so that he’s processing the meaning of the whole sentence/ paragraph.
The EFL’s student often reads so slowly that he loses in the same reading and must often backtrack to reread for comprehension.
DESIGNING WORD-RECOGNITION EXERCISES
In designing and using these exercises, two points should be kept in mind.
First. Word recognition exercises are not vocabulary-development exercises. The purpose of these exercises is not to broaden a student´s vocabulary but rather to improve his ability to focus very briefly on words for immediate recognition and comprehension.
In subsequent, application to actual reading, it is hoped that these exercise will free the student from the need to focus on common words at all; they should be so familiar that he can look at them as components of larger meaning-units. Therefore, the key words and possible answers should be within the student´s vocabulary
Second, these exercises must be very strictly timed so as to preclude the possibility that the students will have enough time to revert to sounding out the words he sees. It is crucial to keep the pace challenging; otherwise, students may lose interest in this valuable activity.
READING BY PHRASES:
There are three strategies:
1) Train students to read in phrases
The types of phrases and clauses should be highlighted in grammar lessons. And in their reading classes, students should practice to break passages up into meaning units, so at the end they can focus only the important information of each unit.
2) Phrase recognition exercises. Similar to Word recognition exercises.
3) “Read and look up”. Students will read silently, look up and say what they understood. The main advantage of this technique is that students will not depend on their books and increase in short-term memory capacity.
A NEW BEGINNING:
This techniques are the beginning of an EFU ( English Foundation Unit) reading program, which could have better results to transfer reading skills from students native language to English, by combining them with vocabulary development and reading skills activities.
FOUR GENERAL RULES
As a teacher begins to modify his approach top the teaching of reading, he should bear four important points:
• His secondary. Level students already know how to read; so the teacher task is not to teach but to transfer skills.
• Secondary students are young adults, and as young adults the understanding of a topic must be motivated; so they can be able to see their progress.
READING SPEED AND EFFICIENCY
The main goal of the reading program should be that students read efficiently.
An efficiently reader reads quickly enough so that he’s processing the meaning of the whole sentence/ paragraph.
The EFL’s student often reads so slowly that he loses in the same reading and must often backtrack to reread for comprehension.
DESIGNING WORD-RECOGNITION EXERCISES
In designing and using these exercises, two points should be kept in mind.
First. Word recognition exercises are not vocabulary-development exercises. The purpose of these exercises is not to broaden a student´s vocabulary but rather to improve his ability to focus very briefly on words for immediate recognition and comprehension.
In subsequent, application to actual reading, it is hoped that these exercise will free the student from the need to focus on common words at all; they should be so familiar that he can look at them as components of larger meaning-units. Therefore, the key words and possible answers should be within the student´s vocabulary
Second, these exercises must be very strictly timed so as to preclude the possibility that the students will have enough time to revert to sounding out the words he sees. It is crucial to keep the pace challenging; otherwise, students may lose interest in this valuable activity.
READING BY PHRASES:
There are three strategies:
1) Train students to read in phrases
The types of phrases and clauses should be highlighted in grammar lessons. And in their reading classes, students should practice to break passages up into meaning units, so at the end they can focus only the important information of each unit.
2) Phrase recognition exercises. Similar to Word recognition exercises.
3) “Read and look up”. Students will read silently, look up and say what they understood. The main advantage of this technique is that students will not depend on their books and increase in short-term memory capacity.
A NEW BEGINNING:
This techniques are the beginning of an EFU ( English Foundation Unit) reading program, which could have better results to transfer reading skills from students native language to English, by combining them with vocabulary development and reading skills activities.
