There are different definitions for extensive reading. Hedge (2003) described it as skimming and scanning activities. Exposing learners to large quantities of meaningful and fascinating materials and activities will have a significant impact on the learners’ knowledge of L2.A lot of researchers have shown great interest in extensive reading in the last years.
What Is Content Literacy?
Content literacy is the ability to read, understand, and learn from texts from a particular matter. There are three types of content literacy: general literacy abilities, content-specific literacy abilities, and previous knowledge of content. The general and the content-specific literacy abilities indicate some more general type of knowledge that does not hinge on the detailed content of a particular text. This knowledge is applied to make a text-base in the mental representation. Previous knowledge of content is the knowledge that is related to the content of a particular text and is applied to make a situation model in the mental representation. For example, it is not obvious that mathematics makes a necessity for content-specific literacy abilities and the reading comprehension in mathematics hinges on more general literacy abilities and previous knowledge. It can be stated that the symbolic language in mathematics is the main cause for the need of content-specific literacy skills.
Readers combine information in a text to elaborate in their own words what the text is about. Summarizing is a significant strategy that allows readers to remember text rapidly. In this strategy, readers can be aware of text structure, of what is significant in a text, and of how opinions are related to each other. Effective summarizing of explanatory text includes things like condensing the steps in a scientific process, the steps of development of an art movement, or the episodes that result in certain important historical happenings. Effective summarizing of narrative text includes things such as connecting happenings in a story line or recognizing the elements that stimulate a character’s activities and conduct. Visualizing Readers can make mental picture of a text to comprehend processes they face during reading. This skill shows that a reader perceives a text. Readers who form a mental image as they read are better able to remember what they have read than those who do not image (Pressley, 1976).Visualizing is very important when it is used for narrative texts. When readers read narrative texts, they can easily understand what is happening by visualizing the place, personalities, or operations of a plan. It can also be used for the reading of expository texts. Readers visualizing steps in a process or stages in a happening or forming an image that help them to recall some abstract ideas or significant names.
How to understand more of what you read
You can do nothing about some of the reading difficulties: for example, you can’t change the print in a book or make poor writing better. But there are many things you can do that will give you a better chance of understanding what you read. Here are some suggestions: Know your reading purpose – The way you read a book or a text depends very much on your reasons for reading it. This is why it is so important to know your reading purpose. You should read a question in your math exam differently from an entry in an encyclopaedia which you are looking at quickly to find out the date of an event. The kind of reading you do in class or for your homework is different from how you read a novel for pleasure in the summer vacation. If you know your reading purpose – perhaps by looking first at the questions you must answer after reading you can choose the best reading method.
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