1. CHETANA‟S HAZARIMAL SOMANI COLLEGE OF
COM. & ECO. & SMT. KUSUMTAI CHAUDHARI
COLLEGE OF ARTS
EFFECTIVE
READING
,
2012
FROM
FYBFM
GROUP NO 5
PRESENTED TO PROF.
SHIVAPRASAD

2. GROUP MEMBERS
SHIVA
SHETTY
JIGAR POOJA
GOGRI BHOSALE
MANALI MANALEE BOBBY
DESHMUKH RAIKAR D'SOUZA
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3. Report
Report on the Effective Reading
To,
Prof. Shivaprasad,
Chetana‟s Hazarimal somani,
College of Com. & Eco. &Smt.
Kusumtai Chaudhari College of Arts.
Dear Sir,
In accordance with your instruction, we have
analyzed all the causes of EffectiveReading. Effective
Reading of the Financial year 2011-2012.The causes for
the Effective Reading are as follows:-
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4. READING
Reading is both a sensory & a mental process. It
involves use ofthe eye & the mind. It is a process rather
than a subject.Reading Is a Complex cognitive
Process of Decoding Symbols In Order To Construct or
Derive Meaning.
The Definitions of reading are:
“Reading is limited to the interpretation of written and
printed symbols.”
Reading is a fundamental part of everyday living.
Reading enables us to interact and understand the
world around us. It helps us to explain our ideas and
opinions to others and to record what hastaken place so
future generations can understand their history. Reading
also enables us to utilize information others have
discovered such as a recipe or instruction manual.
Reading has many uses, but is it really important? Read
this article and find out.
The modern point of view sees reading not a group of
skills but as a part of the well rounded development of
an individual.
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5. IMPORTANCE OF READING
Reading is fundamental to function in today's society.
There are many adults who cannot read well enough to
understand the instructions on a medicine bottle. That is
a scary thought - especially for their children. Filling out
applications becomes impossible without help. Reading
road or warning signs is difficult. Even following a map
becomes a chore. Day-to-day activities that many people
take for granted become a source of frustration, anger
and fear.
Reading is a vital skill in finding a good job. Many well-
paying jobs require reading as a part of job performance.
There are reports and memos which must be read and
responded to. Poor reading skills increase the amount of
time it takes to absorb and react in the workplace. A
person is limited in what they can accomplish without
good reading and comprehension skills. Reading is
important because it develops the mind. The mind is a
muscle. It needs exercise. Understanding the written
word is one way the mind grows in its ability. Teaching
young children to read helps them develop their
language skills. It also helps them learn to listen.
Everybody wants to talk, but few can really listen. Lack
of listening skills can result inmajor misunderstandings
which can lead to job loss, marriage breakup, and other
disasters - small and great. Reading helps children [and
adults] focus on what someone else is communicating.
Why is reading important? It is how we discover new
things. Books, magazines and even the Internet are great
learning tools which require the ability to read and
understand what is read. A person who knows how to
read can educate themselves in any area of life they are
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6. interested in. We live in an age where we overflow with
information, but reading is the main way to take
advantage of it.
Reading develops the imagination. TV and computer
games have their place, but they are more like
amusement. Amusement comes from two words "a"
[non] and "muse" [think]. Amusement is non-thinking
activities. With reading, a person can go anywhere in the
world...or even out of it! They can be a king, or an
adventurer, or a princess, or... The possibilities are
endless. Non-readers never experience these joys to the
same extent.
In line with the above, reading develops the creative side
of people. When reading to children, stop every once in
awhile and ask them what they think is going to happen
next. Get them thinking about the story. When it is
finished, ask if they could think of a better ending or
anything that would have improved it. If they really
likedthe story, encourage them to illustrate it with their
own drawings or tomake up a different story with the
same characters. Get the creative juices flowing!
The fact of the power of written ideas communicated
through reading is a foundational reason why some
governments oppose free and honest communication.
Illiterate people are easier to control and manipulate.
They cannot do their own research and thinking. They
must rely on what they are told and how their emotions
are swayed. There is a good possibility that this is one of
the main reasons phonics was removed from the schools
about 100 years ago.
Finally, why is reading important? Reading is important
because words - spoken and written - are the building
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7. blocks of life. You are, right now, the result of words
that you have heard or read AND believed about
yourself. What you become in the future will depend on
the words you believe about yourself now. People,
families, relationships, and even nations are built from
words. Think about it.
Skill Development
Both the Lexical and the Sub-lexical cognitive processes
contribute to how we learn to read.
Sub-lexical Reading :
Sub-lexical reading, involves teaching reading by
associating characters or groups of characters with sounds
or by using Phonics or Synthetic phonics learning and
teaching methodology. Sometimes argued to be in
competition with whole language methods.
Lexical Reading :
Lexical readinginvolves acquiring words or phrases
without attention to the characters or groups of characters
that compose them or by using Whole language learning
and teaching methodology. Sometimes argued to be in
competition with Phonics and Synthetic phonics methods,
and that the whole language approach tends to impair
learning how to spell.
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8. Other methods of teaching and learning to read have
developed, and become somewhat controversial.
Learning to read in a second language, especially in
adulthood, may be a different process than learning to read
a native language in childhood. There are cases of very
young children learning to read without having been
taught. Such was the case with Truman Capote who
reportedly taught himself to read and write at the age of
five. There are also accounts of people who taught
themselves to read by comparing street signs or Biblical
passages to speech. The novelist Nicholas Delbanco taught
himself to read at age six during a transatlantic crossing by
studying a book about boats.
Brain activity in young and older children can be used to
predict future reading skill. Cross model mapping between
the orthographic and phonologic areas in the brain are
critical in reading. Thus, the amount of activation in the left
dorsal inferior frontal gyrus while performing reading tasks
can be used to predict later reading ability and
advancement. Young children with higher phonological
word characteristic processing have significantly better
reading skills later on then older children who focus on
whole-word orthographic representation.
TYPES OF READING :
Sub vocalization,or silent speech, is defined as
the internal speech made when reading a word, thus
allowing the reader to imagine the sound of the word
as it is read. This is a natural process when reading
and helps to reduce cognitive load, and it helps
the mind to access meanings to enable it to
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9. comprehend and remember what is read. Although
some people associate subvocalization with moving
one's lips, the actual term refers primarily to the
movement of muscles associated with speaking, not
the literal moving of lips. Most subvocalization is
undetectable (without the aid of machines) even by the
person doing the subvocalizing.
Speed reading is a collection of reading methods
which attempt to increase rates of reading without
greatly reducing comprehension or retention. Methods
include chunking and eliminating subvocalization. No
absolute distinct "normal" and "speed-reading" types
of reading exist in practice, since all readers use some
of the techniques used in speed reading (such as
identifying words without focusing on each letter, not
sounding out all words, not sub-vocalizing some
phrases, or spending less time on some phrases than
others, and skimming small sections). Speed reading is
characterized by an analysis of trade-offs between
measures of speed and comprehension, recognizing
that different types of reading call for different speed
and comprehension rates, and that those rates may be
improved with practice. The many available speed
reading training programs include books, videos,
software, and seminars.
Proofreading also proof-reading is
the reading of a galley proof or computer monitor to
detect and correct production-errors of text or art.
Proofreaders are expected to be consistently accurate
by default because they occupy the last stage of
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10. typographic production before publication.
Proofreaders may also query items for confirmation.
EFFECTIVE READING
When you are new to university study, the amount of
reading you are expected to do can be daunting.
However, you can learn how to prepare yourself in
advance and find ways to make the going easier. What
appears to be an impossible task (tackling all that text)
becomes possible when you start becoming an active
reader; that is, asking questions about what you need to
find out, taking a strategic and critical approach, and
then selecting readings that relate to your questions and
tasks.
Reading Strategies
Active readers use reading strategies to help save time
and cover a lot of ground. Your purpose for reading
should determine which strategy or strategies to use.
1. Previewing the text to get an
overview
What is it? Previewing a text means that you get an
idea of what it is about without actually reading the
main body of the text.
When to use it: to help you decide whether a book
or journal is useful for your purpose; to get a
general sense of the article structure, to help you
locate relevant information; to help you toidentify
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11. the sections of the text you may need to read and
the sections you can omit.
To preview, start by reading:
the title and author details
the abstract (if there is one)
then read only the parts that „jump out‟; that is: main
headings and sub headings, chapter summaries, any
highlighted text
examine any illustrations, graphs, tables or diagrams
and their captions, as these usually summarise the
content of large slabs of text
the first sentence in each paragraph
2. Skimming
What is it? Skimming involves running your eye very
quickly over large chunks of text. It is different from
previewing because skimming involves the paragraph text.
Skimming allows you to pick up some of the main ideas
without paying attention to detail. It is a fast process. A
single chapter should take only a few minutes.
When to use it: to quickly locate relevant sections from a
large quantity of writtenmaterial. Especially useful when
there are few headings or graphic elements to gain an
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12. overview of a text. Skimming adds further information to
an overview.
How to skim:
Note any bold print and graphics.
Start at the beginning of the reading and glide your
eyes over the text very quickly.
Do not actually read the text in total. You may read a
few words of every paragraph, perhaps the first and
last sentences.
Always familiarise yourself with the reading material
by gaining an overview and/or skimming before
reading in detail.
3. Scanning
What is it? Scanning is sweeping your eyes (like radar)
over part of a text to find specific pieces of information.
When to use it: to quickly locate specific information from
a large quantity of written material.
To scan text:
After gaining an overview and skimming, identify the
section(s) of the text that you probably need to read.
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13. Start scanning the text by allowing your eyes (or
finger) to move quickly over a page.
As soon as your eye catches an important word or
phrase, stop reading.
When you locate information requiring attention, you then
slow down to read the relevant section more thoroughly.
Scanning and skimming are no substitutes for thorough
reading and should only be used to locate material quickly.
4. Intensive reading
What is it? Intensive reading is detailed, focused, „study‟
reading of those important parts, pages or chapters.
When to use it: When you have previewed an article and
used the techniques of skimming and scanning to find what
you need to concentrate on, then you can slow down and do
some intensive reading.
How to read intensively:
Start at the beginning. Underline any unfamiliar words
or phrases, but do not stop the flow of your reading.
If the text is relatively easy, underline, highlight or
make brief notes (see „the section on making notes
from readings).
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14. If the text is difficult, read it through at least once
(depending on the level of difficulty) before making
notes.
Be alert to the main ideas. Each paragraph should have a
main idea, often contained in the topic sentence (usually
the first sentence) or the last sentence.
When you have finished go back to the unfamiliar
vocabulary. Look it up in an ordinary or subject-specific
dictionary. If the meaning of a word or passage still
evades you, leave it and read on. Perhaps after more
reading you will find it more accessible and the meaning
will become clear. Speak to your tutor if your difficulty
continues.
Write down the bibliographic information and be sure to
record page numbers (more about this in the section on
making notes from readings).
Remember, when approaching reading at university you
need to make intelligent decisions about what you choose
to read, be flexible in the way you read, and think about
what you are trying to achieve in undertaking each reading
task.
5. Critical Reading
Being critical in an academic context does not mean simply
criticising or „finding fault‟. It means understanding how
ideas have been arrived at, and evaluating their strengths
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15. and weaknesses. Here are some of the main features of
critical reading.
Recognising the writer‟s purpose and underlying
values (social, cultural and historical influences).
Recognising patterns of the argument.
Linking ideas in the text to other ideas and texts.
Exploring alternatives to the stated idea.
Recognising the assumptions and underlying values
that you bring to your reading.
Being an ACTIVE reader means being a CRITICAL
reader. The purpose of critical reading is to gain a deeper
understanding of the material. It involves reading in depth
and actively questioning what you read.
KEYS FOR EFFICTIVE READING
Reading FAQ
Does uni study involve lots of reading?
In a word - yes. Most courses involve a great deal of
reading, which is why you need tolearn new techniques to
manage the workload.
What will I be expected to read for?
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16. Lectures: You will be expected to do some pre-
reading in order to prepare for lectures
Tutorials: Tutorials are often based on assigned
readings. If you have not read the material, you won‟t
be able to participate in group discussions.
Assignments: You can‟t write your assignment until
you have done the necessary research.
The aim of most of your reading will be to seek
information related to an assignment or course material.
I read novels and newspapers - will reading uni
material be the same?
How we read usually depends on our purpose for reading.
For example, while you might start reading a novel on page
one and read every word until you reach the end, this
wouldn‟t be an effective approach to take with academic
reading. To get the most out of academic reading and to use
your time effectively, you need to take a strategic
approach.
I have a reading list - am I expected to read everything
on it?
Lengthy reading lists for courses and essays can be
confusing, particularly when the subjects are unfamiliar.
However you don‟t have to feel lost. Although only rarely
will you be expected to read absolutely everything, if the
thought of all that reading is daunting, don‟t hesitate to take
a strategic approach and be selective.
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17. Reading to Remember
The SQ3R Method of StudyReading is one of the core
activities of study. You need to be able to understand what
you read and to be able to recall the main ideas when you
need them. You can use the SQ3R method to help you
remember a reading for tutorials, seminars or to revise for
exams.
S = Survey
Before you start to read, survey the material to gain an
overview of the contents. Approach a reading by scanning
the title(s), subheading and any summaries or abstracts.
Doing this will help you gain an idea of the main idea or
topic of the piece. You may also find that you get some
idea of the author‟s position.
Q = Question
Your reading will be more memorable if you question the
material.
1. Ask yourself what the lecturer/ tutor say about the
chapter or subject?
2. Devise questions that will guide your reading:
Think about specific questions that you need to, or
would like to find answers for.
Read any focus questions at the end of the reading.
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18. If there are headings in the material, turn the headings
into questions. For example, if the heading is
Qualitative and Quantitative Research, your question
might be: „What is the difference between these two
types of research?‟
3. Make a list of your questions. You will use them
during revision to help you remember what you
have read.
R1 = Read
Be prepared to READ material twice. First, read without
making notes:
1. Look for the author‟s plan. Read any headings,
abstracts or summaries. This will give you an idea of
the main thesis.
2. Look for answers to the questions you first raised.
3. Compare diagrams and illustrations with the written
text. Often you will understand more from them.
4. Make sure you understand what you are reading.
Reduce your reading speed for difficult passages. Stop
and reread parts which are not clear.
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19. 5. If you have difficulty understanding a text, look up
difficult words in the dictionary or glossary of terms
and reread. If the meaning of a word or passage still
evades you, leave it and read on. Perhaps after more
reading you will find it more accessible and the
meaning will become clear. Speak to your tutor if your
difficulty continues.
6. Question the author‟s reasoning. Is each point
justified? Is there enough evidence? What is it?
7. Use personal experience as a memory aid. When the
author makes a claim, reflect on your own experience
to support or disprove it. This will help you remember
and understand. But keep in mind that you are using
personal experience only as a memory aid—it is not
sufficient to prove or refute a research finding!
On your second reading, begin to take notes:
1. Note down the main idea(s) of each paragraph. This is
often the first or last sentence.
2. Look for important details (supporting evidence,
written illustrations of points, provisions or
alternatives). Examples can be good cues for your
memory.
3. Take notes from the text, but write information in your
own words.
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20. 4. In your notes, underline or highlight the important
points. This will be useful for later revision.
R2 = Recall
You should now try to recall what you have read.
1. Close the book.
2. Make notes of what you remember.
3. Check their accuracy against the notes you made
during your reading.
4. Return to the reading. Read one section at a time and
try to recall what you have read. It can also be helpful
to RECITE ideas aloud to help you remember.
R3 = Review
Now Review what you have read. At the end of your study
period, check the accuracy of your notes against the
original material (if you have underlined the main points,
this should be simple!). This is an important part of the
process because it can really help you remember what you
have studied. The next day:
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21. 1. Read through your notes to reacquaint yourself with
the main points.
2. Now read through the questions you noted down and
try to answer them from memory.
3. Try doing the same thing after a few days
SEVEN STARATEGIES
Activating
Priming the cognitive pump" in order to recall relevant
prior knowledge and experiences from long-term memory
in order to extract and construct meaning from text
Inferring
Bringing together what is spoken (written) in the text, what
is unspoken (unwritten) in the text, and what is already
known by the reader in order to extract and construct
meaning from the text
Monitoring- clarifying
Thinking about how and what one is reading, both during
and after the act of reading, for purposes of determining if
one is comprehending the text combined with the ability to
clarify and fix up any mix-ups
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22. Questioning
Engaging in learning dialogues with text (authors), peers,
and teachers through self-questioning, question generation,
and question answering
Searching- selecting
Searching a variety of sources in order to select appropriate
information to answer questions, define words and terms,
clarify misunderstandings, solve problems, or gather
information
Summarizing
Restating the meaning of text in one's own words —
different words from those used in the original text
Visualizing - Organizing
Constructing a mental image or graphic organizer for the
purpose of extracting and constructing meaning from the
text
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23. Tips for Active Reading
Reading at university = reading with a
purpose
Successful study at uni is often about meeting competing
demands and deadlines, so you need to get the most out of
your reading in the limited time available. Before you
begin, make sure you have identified a) the purpose for
doing the reading and b) what you need to achieve.
Always read with a purpose in mind. Before you begin, you
should have an idea of why you are reading and what you
are looking for/ what you want to achieve. Are you
reading?
to locate specific information?
to understand difficult ideas?
to gain an overview of something?
to enjoy words and descriptions (as in poetry and
some prose)?
to relax and escape into a novel?
Think about the way you would read to get a broad idea of
what an article might be about, compared to how you
would read to understand a complex and detailed concept -
you might use previewing for the first task and intensive or
critical reading for the second (more about this in the
Reading Strategies section).
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24. Working out why you are reading something (what you
need to achieve) will determine the way you will read it (or
which reading strategies to use).
Be selective about what you read
Uni study requires a lot of reading within a limited time, so
it is important to be selective about what you read. You
need to make decisions about what is essential.
Establish which readings are required for your
particular course and which are suggested (not
compulsory). In some courses required readings take
the form of a Course „Reader‟ or textbook; in others
your lecturer/ tutor will indicate what is essential.
There will be times when you need to read an entire
article or chapter in detail. At other times you may be
looking for specific information relating to an
assignment topic and only a couple of pages or even a
couple of paragraphs in a text will be useful. Once you
locate the parts of a text that are going to be most
relevant you may not need to read the rest.
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25. How to select?
Know what you are looking for (i.e. have a purpose)
Identify key words to help you search
Look for these key words when browsing the table of
contents and index of a book for relevant pages
Obtain an overview to further narrow down the
„possibly useful‟ field
Focus on the question/ task
Ask yourself what it is you must find out. Identify
questions you want to answer; actively look for those
answers and evidence to inform them.
Identify a few topic key words to look for
If you are reading for a specific assignment read with
a copy of the question/ task on hand so you don‟t
waste time reading irrelevant material.
Any prior knowledge of a topic you are reading about, and
linking new material with your past experience will help
you read more effectively.
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26. Ask yourself what you already know or think about
this topic (from lectures, from other reading, from
what you have heard or seen).
If you have a reading list, select a source that might
offer a good starting point. If the topic or material is
new, begin with a general introductory text and read
slowly.
Read any related questions to the reading before doing
the reading; they may be questions at the back of the
chapter or the essay/assignment question.
Identify your expectations - what do you think it will
be about?
Ask yourself questions about the topic. Change the
title, headings and subheadings into questions or ask
yourself what you want to find out.
You will remember more if you read with questions in your
mind, rather than adopting the „sponge‟ approach - simply
trying to absorb everything.
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27. Break reading into manageable segments
If you are finding reading overwhelming, break the reading
up into manageable segments (e.g. chapters, individual
articles, a specific number of pages).
Identify your purpose and the time you have available
Set yourself a goal (for example, decide to read for a
set length of time or a certain number of pages).
Reward yourself with a break when you‟ve completed
it.
The tasks and goals may be large or small, depending
on what needs to be achieved.
Keep track of what you read
Always note where information and ideas come from.
Record details of author, title, place of publication,
publisher and date so that you can find the text again if
necessary. Always record page numbers with any notes you
take.
Yours faithfully
FYBFM
Group no 5
Date:-8th March 2012
Place: - Mumbai
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