ReadingSkill

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Reading Skill
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Pedagogy of English Teaching (Part I) CPS 5
Unit 4 - Reading Skill
4.1 Introduction
4.2 Objective
4.3 Sub skills of Reading
4.4 Importance of reading Skill
4.5 Types of Reading
4.5.1 Reading Aloud and Silent
4.5.2 Extensive and Intensive
4.6 Study Skills
4.7 Summary
4.8 Glossary
4.9 Suggested Reading
4.10 Essay type question
4.1 Introduction
Reading is generally defined as a process that helps us to decode, decipher and
identify the words in print, articulate, speak and pronounce the words in print,
understand, interpret and sense the meaning of the words in print.
When reading starts in the child’s mother tongue, he or she does not face any
trouble.
4.2 Objective
After reading this unit you will be able to
1. Students will be able tell the role of reading.
2. Students will be able to understand the importance of reading skill.
3. Students will be able to understand the difference between intensive and
extensive reading.
उत्तराखण्ड मक्त
ु विश्वविद्यालय 156
4. Students will be able to understand the concept of sub-skills of reading.
5. Students will be able to understand about the importance of study skills.
4.3 Sub- Skills of Reading

An efficient reader is versed in several ways of interacting with various types of
text. S/he is flexible and chooses appropriate reading strategies depending upon the
particular text that s/he intends to read. An efficient reader is able to ‘switch’ styles
according to the type of the text. So a reader has to match reading skills with
reading purpose. We would not, for example, read and extract from a seventeenth
centaury novel in the same way as we would read the entertainment page in the
newspaper to look for a particular programme. Skilled readers can scan to locate
specific information in a text and skim to extract general information from the text.
The major sub skills of reading that the reader may adopt are as follows:
a. Skimming
b. Scanning
c. Intensive reading
Skimming- When we go to a book exhibition what do we do? Do we buy any book
that we lay our hands on? No. We look at the titles of the books, go through the
contents page, flip through the pages quickly, go through the short write- up on the
blurb and so on. In short, we try to find out what the book is about before we decide
to buy it. In other words, we skim through the book. Skimming is looking quickly
over a text to get a general superficial idea of the content.
Scanning-When we want to find out the telephone number of any individual, we do
not read the telephone directory from the beginning. We go to the relevant page, run
our eyes through it till we locate the name and then find the number of that person.
In other words we scan the directory. Scanning is looking quickly through the text
searching for the specific piece of information. We use the same technique when we
look up a dictionary to find out the meaning of a particular word.
Intensive Reading- When we read shorter texts, like a research paper, for
extracting specific information, we read slowly and intensively. This is called
intensive reading.
In real life, our reading purpose often varies and so we have to devise varied
exercise for practice according to the type of text and the purpose for reading it.
Efficient readers interrogate materials of different types by looking for ‘clues’ in
titles, subtitles and within the passage itself. Pre-reading questions can be useful
because they focus the reader’s attention on the kind of the information that the
reader is expected to come across in the text. When working on a page of classified
advertisements (ads), for example, it would be highly artificial to work on exercises
requiring detailed comprehension of ads. Such activities would be boring and
would only discourage the students.
Questions for Exercise
1. What do you mean by intensive reading?

2. What do you mean by skimming?
3. What is the difference between skimming and scanning?
4.4 Importance of Reading Skill

Whether you are engaged in a novel, pouring over a newspaper or a just looking at
a sign, reading skills allow you to interpret and become engaged in the world
around you. According to the National Institute of Child Health and Human
Development, “Reading is the single most important skill necessary for a happy,
productive and successful life.” Developing those skills takes active engagement
from an early age.
Good readers can understand the individual sentences and the organizational
structure of a piece of writing. They can comprehend ideas, follow arguments, and
detect implications. They know most of the words in the text already, but they can
also determine the meaning of many of the unfamiliar words from the context -
failing this, they can use their dictionary effectively to do so. In summary, good
readers can extract from the writing what is important for the particular task they
are employed in. And they can do it quickly!
Educational researchers have also found a strong correlation between reading and
vocabulary knowledge. In other words, students who have a large vocabulary are
usually good readers. This is not very surprising, since the best way to acquire a
large vocabulary is to read extensively, and if you read extensively you are likely to
be or become a good reader!
Reading to Learn- Children today have many opportunities to gather information.

Books are not the only tools children are exposed to. Using a Smartphone, reading
from an electronic tablet or researching on a computer has opened the floodgates
for finding and accessing information. A student with the reading skills necessary to
access and use information is not just learning to read but also reading to learn.
With proper reading skills, he or she can explore topics ranging from how spiders
spin silky webs to the details of the Wright brothers' first flight in North Carolina.
Creating Lifelong Readers - Fluency, decoding and vocabulary development are

needed to comprehend written material. Readers use these skills to interpret and
understand written words on a page. They read often from a wide variety of
materials. They read to find out more about the world in which they live and use
that information to improve their lives. Lifelong readers think critically about what
they’ve read and make connections to their own lives. They apply their skills in
language and writing development.
Successful Students - Whether the author is writing to inform, persuade, give

directions or entertain, he or she is communicating to his or her audience. A person
who can read has the ability to empathize with and connect to the characters in a
story. A reader builds background knowledge about many different subjects that he
or she can later use. Students with the necessary reading skills can later develop
writing and language skills necessary for academic and professional success.
So if you want your students to be successful at school encourage him or her to
read. Reading non-fiction in English is probably the most important, but English
fiction and any reading in the mother tongue - if done extensively - will help your
child develop the reading competence that is essential for academic achievement.
Question for Exercise
4. What do you understand by creating lifelong reading?

5. Explain about the importance of reading skill.
4.5 Types of Reading

The main purpose of reading is comprehension, i.e. understanding the meaning of
words and relationship between ideas. There are six types of reading which lead to
comprehension. They are loud, silent, intensive, extensive, supplementary and
library reading.
Loud Reading
Loud reading is also known as oral reading. It is introduced after two months after
the student has learnt to read his textbook. It teaches the student to read with correct
pronunciation, articulation, intonation, stress and rhythm. It enables the student to
read with expression. It helps the teacher to evaluate the students’ knowledge of
spoken words, phrases and sentences. It aids the student to read with understanding
and paves the way to silent reading.
The Objective of Loud reading is as following
i. To enable students to read with correct pronunciation, articulating,
intonation, stress and rhythm.
ii. To test the students, knowledge of speaking words, phrases and sentences.
iii. To enable students to read with expression.
iv. To prepare students for effective silent reading.
Procedure: The teacher reads aloud any particular passage, paying attention to
correct pronunciation, articulation, rhythm etc. The passage is selected, taking into
consideration the comprehending capacity of the students.. This followed by the
students reading aloud the same passage. The teacher corrects the mistakes of
pronunciation; articulation etc. after the student has finished reading. At the junior
level, accuracy in reading is stressed and speed is emphasized at the senior level.
Word by word reading should not be encouraged while the word recognition can be
developed.
Precautions
i. The loud reading should be given only if the teacher has given model
reading.
ii. The passage for the reading should be within the comprehension power of
the student.
iii. Frisby has suggested that Over emphasis on reading aloud in the early stages
will often promote word by word reading and pattern reading by the teacher
may not help in any long term way. Positive measures to improve phrases
and recognition may be taken by the institution material, followed by a few
questions to make sure that what has been read has also been understood.
iv. Before loud reading pronunciation drill is essential.
v. Weak students should be given special attention.
vi. In the beginning speed should never be emphasised
vii. The teacher should check the students’ posture while reading.
Advantages
The student learns to read properly. He develops the skill of speech and can learn
elocution. Mistakes in pronunciation, articulation, stress are corrected at an early
stage. The various ensure organs such as ears, eyes, and mouth is trained
simultaneously. The students learn by imitation which is a natural method of
learning.
Disadvantage
The disadvantages of this method are that some students may not enjoy reading
aloud. It does not help deep understanding of the text. In later life, silent reading is
preferred and if a student becomes used to reading aloud and cannot become
extensive reader. The other student of the class are distracted when one student is
reading aloud, thus only a few students get the benefit of this.
Limitation
i. Loud reading is not a source of pleasure.
ii. It does not help in penetrating the meaning.
iii. In later life, it is silent reading which is preferred.
iv. If a student becomes habitual to loud reading, he cannot become an
extensive reader.
v. It has been often found that students of the class pay no heed to what the
other student is reading aloud.
vi. In public places like library and reading room, only silent reading is
allowed.
Silent Reading
This is the very important type of reading. Along with the ability to read aloud, the
children may be encouraged to read silently. Most of the reading done at the higher
stage of learning should be of this kind only. The purpose of silent reading is to
encourage the students to read with comprehension. Silent reading is sometimes
considered as recreational reading or independent reading as in silent reading
something is read in a relaxed mood and only a single individual remains concerned
about it. Reading silently improves students’ understanding because it helps them
concentrate on what they are reading, rather than the pronunciation of individual
words. When we read silently, we can form mental pictures of the topic being read
and discussed. Also, we do not need to read one word at a time. As teachers when
you encourage your students to read silently, you are helping them develop the
strategies they need for reading fast, and with better comprehension. This is called
reading efficiency, and it will help your students to read any text with maximum
attention to meaning. Silent reading also helps develop the skills of reading for a
purpose, as the focus is on understanding the content without having the additional
burden to pay attention to pronunciation. This is because silent reading helps
students to focus their attention on the text; their increased concentration on the text
is sustained until the entire text is read. This also helps students absorb ideas into
their subconscious mind and then use them in their daily lives.
Procedure: Teacher explains about the silent reading after that he asks students to
read the passage silently. The teacher takes round of the class and checks whether
students are whispering murmuring and their posture of reading. After some time
s/he asks a few question to test the understanding.
Precautions
i. Only those passages should be read which can be understood and
appreciated.
ii. The paragraph of reading should not be much long.
iii. Necessary instructions must be given before silent reading.
Advantages
i. It saves time and energy.
ii. It develops the ability to read with interest.
iii. In later life it has immense value because it is used in public places and
higher classes.
iv. According to Ryburn, ‘It enables attention and energy to be concentrated on
meaning so saves a division of attention resulting in greater assimilation of
knowledge.
Disadvantage
i. It cannot be checked whether student is reading or not.
ii. The mistakes done by students during silent reading cannot be corrected.
iii. Sometimes students cannot understand some parts of the passage, but they
cannot take help of teachers.
Importance of Silent Reading

i. To help you read faster- Reading out loud slows down your reading speed.
If you usually read out loud you will start reading out the words in your head
even when you are reading silently and so reduce your reading speed all the
time to the speed when you are reading out loud.
ii. To improve understanding- Because half of your brain is concentrating on
pronunciation when you read out loud, you comprehension is much less than
when you are reading silently. The same is true when listening to other
people reading out loud.
iii. To help you ignore words you don’t need- When you are reading out loud
you have to think about and pronounce every word in the text, but there are
many words you don’t need to be able to pronounce and/or understand, such
as people’s names and place names. When you are reading silently, you can
just skip past anything that you think is too difficult or not important, and
then go back to it later if you need to.
iv. To allow you to reread- If you are reading out loud, once you have read a
word or sentence with the right pronunciation it is normal to move onto the
next part. If it was an important and difficult to understand part, though, it
can be worthwhile to read it once or twice more. This is much easier and
quicker when you are reading silently.
v. To help you read whole words at once- When you are reading out loud it
is normal to read each word from the first letter to the last in the way it is
pronounced, but it is possible to read faster by looking at a whole word or
even groups of words at the same time and then moving onto the next
section.
vi. To move quickly to the information you need- Reading out loud means
reading each sentence in order. With most comprehension questions in
exams and textbooks, it is much quicker and easier to read the question and
then quickly skim and scan until you reach the part of the text where that
information is. You can then read that part slowly and carefully, and as
many times as you like.
vii. To involve all the students- It is very difficult to concentrate when another
person is reading out loud, and even if you are listening carefully it is not
good listening comprehension practice as, unlike real life, you have the text
in front of you to read too.
viii. To give a good model- Other students are not usually a good model of
pronunciation and speaking at natural speed, so listening to them read out
loud is not likely to improve your pronunciation and listening skills.
ix. To stop you moving your lips- Some people who have done most of their
reading out loud move their lips as if they are speaking even when reading
silently. This slows down your reading speed and can be embarrassing if
people see you!
x. To help your listening comprehension - Texts and people you will need to
listen to will be much faster than you reading a text out loud, so reading
silently and quickly is actually better practice for real life listening
comprehension than reading out loud is.
Intensive Reading
Intensive Reading occurs when the learner is focused on the language rather than
the text. For example, the learner may be answering comprehension questions,
learning new vocabulary, studying the grammar and expressions in the text,
translating the passage (sometimes called 'careful reading'), or other tasks that
involve the student in looking intensively (inside) the text. Most often all the
students read the same short text that the teacher decided. The advantage of IR is
that it focuses the learner on certain aspects of the language. However, IR is usually
done with difficult texts with many unknown words that require the learner to use a
dictionary. This means the reading is slow and that there are few opportunities for
the learner to learn to read smoothly, because she has to stop every few seconds to
work on something she can't understand. This slows or prevents the development
of fluent eye movements that are so necessary to improve one's reading skill.
IR is the most typically taught method of teaching reading. Unfortunately some
teachers only know this method and believe that by teaching the vocabulary and
grammar that is all the learner needs. This is not so, s/he also needs practice in
reading and to be trained in developing reading skills.
However, some people feel that intensive reading can be disadvantageous too. The
major drawback found in this strategy is that students need to spend a lot of time in
reading even a short text. Perhaps, this is helpful at the lower level. But, as the
students’ progress in comprehending different reading texts, teacher can guide them
to read fast and to get most from the text. Many studies have shown that students
who have learned to read using different techniques feel comfortable even with
difficult or longer texts.
Extensive Reading
Extensive reading is reading as much as possible, for your own pleasure, at a
difficulty level at which you can read smoothly and quickly without looking up
words or translating to English as you go. In other words, instead of spending a half
hour decoding a tiny part of one book (also known as intensive reading), you read
many simpler books that are at or slightly below the level at which you read
fluently. This lets you get used to reading more complex sentences with ease,
reinforces the words you already know and helps you learn new words from
context.
What are the principles of extensive reading?
Start with stories that are well below your fluent reading level, and while reading,
follow these principles:
i. Don’t look up words in the dictionary.
ii. Skip over parts you don’t understand.
iii. If you aren’t enjoying one book, put it aside and get another.
iv. Finally, keep track of your progress:
Why start at such a basic level?

 It helps you get used to reading quickly; since you should know most of the
words already, you hardly have to think about them.
 The sentences are simpler, so you can understand them immediately, and as
you start reading more complex sentences you’ll have an intuitive sense of
how they fit together.
 It helps you learn to use the information in the text to figure out unknown
words, instead of a dictionary.
 You get a sense of where your fluent reading level is, so as you improve you
can tell when a book is too hard or too easy.
 Words that are part of basic books are basic words themselves, and as you
see them over and over, you learn them quickly; when you progress to more
advanced books, you’ll know those basic words without having to think
about them.
 You can finish books in a reasonable amount of time, so you don’t get bored
with one book.
6. What is the difference between loud and silent reading

7. What is the difference between intensive and extensive reading.
4.6 Study Skills

Study Skills: Study skills are the skills you need to enable you to study and learn
efficiently. These study skills or supplementary skills are very crucial for students,
when they progress in their studies.
Note - Taking: Note-taking is one of the study skills. The students write some
points on a certain passage read. This is an important skill for the development of
their abilities of comprehension and expression. Sometimes they may have to read
the passage more than once. They must know what to note and what to leave in the
passage. This skill can be improved among the students by encouraging them to
take notes when they listen to their teachers, Encourage them to take notes from
radio talks or television programmes.
Note Making: Note - making is one of the study skills. It is the process wherein the
students prepare a brief summary of what they have written in the name of note-
taking. While making notes, narration in the first person has to be written in the
third person.
i. Process involved in note - taking/making: The person interested in making
notes should
ii. Read the whole text, at least twice
iii. Decide the title for the text
iv. Reduce the text into an outline with all the important points
v. Divide it into main and sub- points on the basis of the title given to the text
vi. Prepare the note in such a manner that he can reconstruct the original
passage at a later date
vii. Not change the logical sequence of ideas given in the text.
Reference Skill: There are a number of instructional instruments that can be called
essential aids in language learning and teaching, they essential for reference
purposes, locating, sorting or retrieving information, and study. Unfortunately it has
got least importance in classroom situation.
i. Locating information:
ii. Gathering Information: Skimming, Scanning, intensive reading, extensive
reading
iii. Storing Information: Note taking, note making, summarising and
information transfer involving graphic and pictorial material, charts, tables,
maps, etc.
iv. Retrieving and interpreting information: The use of the library for locating
the sources of information: making summaries, etc.
Uses of Thesauruses, Dictionary, Encyclopaedia etc:

Dictionary: A suitable dictionary and the ability to use it is an important aid to
independence in reading, especially in the learning of English, which is a foreign
language. Once the learner has passed the stage of extensively glossed as well as
carefully graded readers and simplified abridged books, he will be required to read
unabridged books, similar to the real life situations. Even when he has already been
trained and encouraged to guess the meanings of words or expressions with the help
of the contextual clues provided, these may not always be sufficiently helpful. It is
here that training in the use of the dictionary becomes relevant. He may need
guidance and assistance in reacting quickly to the use of the order of the letters in
the alphabet as well as the catchwords appearing at the top of each page.
However, he should be warned against an excessive and indiscriminate use of the
dictionary. The dictionary is like a medicine which should be used only when one
must. Most pedagogical and learners’ dictionaries nowadays give not only the
pronunciation, spelling and meaning(s) but also examples of usage with
illustrations, variations in the British/ American spelling, collocations, exceptions
and a whole lot of information necessary to learn English.
Learners must be taught how to use such dictionaries. For example, Longman
Dictionary of Contemporary English gives picture illustrations for the entry bird;
pictures are given for sparrow, kingfisher, pigeon, woodpecker, crow etc., and the
names of the parts like feather, wing, bill etc., are shown for a bird. A person who
gets up or arrives early will be successful, kill two birds with the same stone, etc.
Learners may be trained to look up such dictionaries often so that their vocabulary
gets expanded.
Cambridge International Dictionary of English (1995) under the entry child gives
the meanings and usage of related expression like child abuse, child care etc. And
useful quotations like “the child is father of the man’ (Wordsworth). There is a
wealth of information in modern dictionaries.
Longman Essential Activator is a word – bank that contains all essential
information to help the learner to put ideas into words.
Macmillan Dictionary for advanced Learners comes with CD-Rom; two similar but
separate editions, one for the British variety and another for the American variety,
are available. This dictionary is highly innovative and user-friendly.
Encyclopaedia: An encyclopaedia is another useful source of information and
knowledge. An encyclopaedia is arranged in an alphabetical order by subject. On
the spine of each volume the letters show the subject covered ; for example,
Volume I A-C covers all subjects, the first letters of whose titles are between A and
C. There can also be cross-references for certain subjects: e.g. ‘see also’ Vol. IV.
There is also an index at the end of the last volume to help the users.
The following are some of the general encyclopaedias:
i. New Encyclopaedia Britannica
ii. Encyclopaedia Americana
iii. Colliers’ Encyclopaedia, 24 Vols.
iv. New Columbia Encyclopaedia, 1 Vol.
There are also a number of abridged versions of dictionaries and encyclopaedias in
the market.
Thesaurus: The thesaurus is another useful book for reference purposes. Roget’s
Thesaurus of English words and phrases is the standard one. A thesaurus is a
converse dictionary in which, the idea being given, one can find the word or words
and phrases by which the idea may be most aptly expressed. This arrangement is
according to the meanings of words; it gives all synonyms in terms of meaning
categories. For example, in the section on formation of ideas, we find all words
related to intellect, absence of intellect, thought, idea, curiosity, incuriosity,
attention, inattention, acre, neglect, etc. Under intellect, we find all related words:
N. intellect, mind, understanding, reason, rationality.....
V. note, notice, mark; take-notice, cognisance of
Adj. Intellectual, mental, rational, etc.
There are several versions like The New Roget’s Thesauruses Dictionary Form and
even abridged versions.
8. How dictionary can help in developing reading skill?

9. How thesaurus and encyclopaedia can help in developing reading skill?
4.7 Summary
Reading is generally defined as a process that helps us to decode, decipher and
identify the words in print, articulate, speak and pronounce the words in print,
understand, interpret and sense the meaning of the words in print. The major sub
skills of reading that the reader may adopt are as follows:
a. Skimming
b. Scanning
c. Intensive reading
4.8 Glossary
1. Skimming- Skimming is looking quickly over a text to get a general
superficial idea of the content.
2. Scanning- Scanning is looking quickly through the text searching for the
specific piece of information.
3. Loud Reading- Loud reading is also known as oral reading. It teaches the
student to read with correct pronunciation, articulation, intonation, stress and
rhythm. It enables the student to read with expression.
4. Silent Reading- This is the very important type of reading. Along with the
ability to read aloud, the children may be encouraged to read silently. Most
of the reading done at the higher stage of learning should be of this kind
only.
5. Intensive Reading- Intensive Reading occurs when the learner is focused
on the language rather than the text. For example, the learner may be
answering comprehension questions, learning new vocabulary, studying the
grammar and expressions in the text.
6. Extensive Reading-Extensive reading is reading as much as possible, for
your own pleasure, at a difficulty level at which you can read smoothly and
quickly without looking up words or translating to English as you go
4.9 Suggested Reading

1. Abercrombie, D. (1967). Elements of General Phonetics. Edinburgh:
Edinburgh University Press.
2. Britton, J. (1975). Teaching Writing. In A. Davies (Ed.), Problems of
Language and Learning. London: Heinemann.
3. Byrne, D. (1979). Teaching Writing Skills. London: Longman.
4. Cook, V. (1991). Second Language Learning and Language Teaching.
London: Edward Arnold.
5. Crystal, D. (1986). Listen to Your Child: A Parents' Guide to Children's
Language. Harmondsworth: Penguin Books.
6. Doff, A. (1988). Teaching English. A Training Course for Teachers.
Trainer's Handbook. Cambridge: Cambridge University Press.
7. Field, J. (1983). Listening Comprehension. London: Macmillan.
8. Freeman, A. (1991). Mastering Study Skills. London: The Macmillan
Press Ltd.
9. Geddes, M. (1988). How to Listen. London: BBC.
10. Grellet, F. (1981). Developing Reading Skills. Cambridge: Cambridge
University Press.
11. Harris, M., & Colthart, M. (1990). Language Processing in Children and
Adults. London: Routledge.
12. Hedge, T. (1988). Writing: Resource Book for Teachers. (A. Maley, Ed.)
Oxford: Oxford University Press.
13. Howatt. (1984). A History of English Language Teaching. OUP.
14. Howatt. (1984). The History of Language Teaching. OUP.
15. Howatt, A. P. (1984). A History of English Language Teaching. Oxford:
Oxford University Press.
16. Hutchinson, T., & Alan, W. (1987). English for Specific Purposes: A
Learner-centred Approach. Cambridge: Cambridge University Press.
17. Krashen, S. (1981). Second Language Acquisition and Second Language
Learning. New York: Pergamon Press.
18. Labov, W. (1963). Social motivation of a second change. Word, 19 (3),
273-309.
19. Lott, B. (1986). A Course in English Language and Literature. London:
Edward Arnold.
20. McLaughlin, B. (1987). Theories of Second Language Learning. London:
Edward Arnold.
21. O'Connor, J. (1970). Better English Pronunciation. London: ELBS.
22. Prabhu, N. S. Second Language Pedagogy. ELBS with OUP.
23. Richards, J. C. (1985). The Context of Language Teaching. Cambridge:
Cambridge University Press.
24. Richards, J. C. (1985). The Context of Language Teaching. Cambridge:
25. Richards, J. C. (1990). The Language Teaching Matrix. Cambridge:
26. Rivers, W. M. (1980). Foreign Language Acquisition: Where the real
problems lie. Applied Linguistics, 1, 48-59.
27. Scarborough, D. (1984). Reasons for Listening. Cambridge: Cambridge
University Press.
28. Stern, H. H. (1983). Fundamental Concepts of Language Teaching. OUP.
29. Verma, S. K. (1994). Teaching English as a second language in India. In
R. K. Agnihotri, & A. L. Khanna, Second Language Acquisition. New
Delhi: Sage.
30. White, R. (1980). Teaching Written English. London: George Allen and
Unwin.
31. Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford:
Oxford University Press.
32. Williams, E. (1984). Reading in the Language Classroom. Hongkong:
Modern English Publications
4.10 Essay type question

1. Write the difference between intensive and extensive reading.
2. What do you understand by the scanning and skimming?
3. Write in detail about the sub skills of reading.
4. Critically examine the importance of reading skill.
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4.3 Sub- Skills of Reading

Questions for Exercise

1. What do you mean by intensive reading?

4.4 Importance of Reading Skill

Reading to Learn- Children today have many opportunities to gather information.

Creating Lifelong Readers - Fluency, decoding and vocabulary development are

Successful Students - Whether the author is writing to inform, persuade, give

Question for Exercise

4. What do you understand by creating lifelong reading?

4.5 Types of Reading

Importance of Silent Reading

Why start at such a basic level?

Questions for Exercise

6. What is the difference between loud and silent reading

4.6 Study Skills

Uses of Thesauruses, Dictionary, Encyclopaedia etc:

Questions for Exercise

8. How dictionary can help in developing reading skill?

4.9 Suggested Reading

4.10 Essay type question

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