READING STRATEGIES ANALYSIS

Reading Strategies Analysis

Reading Strategies Analysis

Part 4:

(4.1) Reading Strategy Analysis

Following are the strategies which I found useful from the publication of Rose, J. (2009). Independent Review of the Primary Curriculum.

Reading Strategies

Good reading strategies help us to read in a very efficient way. Using them, we aim to get the maximum benefit from our reading with the minimum effort. This section will show we how to use six different strategies to read intelligently (Rosenblatt, 1994, pp. 1057-1092).

Strategy 1: Knowing what we want to know

The first thing to ask ourself is: Why we are reading the text? Are we reading with a purpose or just for pleasure? What do we want to know after reading it?

Once we know this, we can examine the text to see whether it is going to move we towards this goal. An easy way of doing this is to look at the introduction and the chapter headings. The introduction should let we know at whom the book is targeted, and what it seeks to achieve. Chapter headings will give we an overall view of the structure of the subject.

Strategy 2: Knowing how deeply to study the material

Where we only need the shallowest knowledge of the subject, we can skim material. Here we read only chapter headings, introductions and summaries. As Mark Twain said "The man who does not read good books is no better than the man who can't." If we need a moderate level of information on a subject, then we can scan the text(Palincsar, 1998, pp 49-345). Here we read the chapter introductions and summaries in detail. We may then speed read the contents of the chapters, picking out and understanding key words and concepts. At this level of looking at the document it is worth paying attention to diagrams and graphs (Pugh, Pawan & Antommarchi, 2000, pp. 25-42).

Strategy 3: Active Reading

When we are reading a document in detail, it often helps if we highlight, underline and annotate it as we go on. This emphasizes information in our mind, and helps we to review important points later (Shanahan, 1997, pp 12-19).

Doing this also helps to keep our mind focused on the material and stops it wandering. This is obviously only something to do if we own the document! If we own the book and find that active reading helps, then it may be worth photocopying information in more expensive texts. We can then read and mark the photocopies (Rosenblatt, 1994, pp. 1057-1092).

(4.2) Selecting Appropriate Sections Of A Text

From the publication of Rose, J. (2009). Independent Review of the Primary Curriculum. I found this quotations is useful and I would like to add in my writings:

“The review recommends therefore that the primary curriculum is organized into the following six areas of learning:

Understanding English, communication and languages

Mathematical understanding

Scientific and technological understanding

Historical, geographical and social understanding

Understanding physical development, health and wellbeing

Understanding the arts (Rose, 2009).”

This review of the primary curriculum followed the more wide ranging Cambridge Review of primary education ...