READING SKILLS

5.1 Introduction
This topic introduces you to the meaning of reading, reading skills, different types of reading,
strategies for reading and barriers to effective reading.
 Objectives
By the end of this topic you should be able to:
i. define the term reading
ii. distinguish the different types of reading
iii. describe the strategies for effective reading
iv. discuss how to overcome the barriers to effective reading.

5.2 Definition of reading

Reading is the induction or transfer of information from the printed word to the brain. Reading
is the process of constructing meaning from written texts. It is a complex skill requiring the
coordination of a number of interrelated sources of information (Anderson et al., 1985). The
success of reading is determined by: the efficiency and speed with which eyes cover the pages
and the efficiency and the speed at which the brain assimilates the message from the eyes.
Reading is thus both physical and a mental process.

5.3 Reading skills

Reading skills are specific abilities that enable a reader to:
i. read the written form as a meaningful language.
ii. read anything written with comprehension, independence and fluency
iii. Mentally interact with the message.
Reading skills therefore enables the reader to turn writing into meaning and achieve the goals
of independence, comprehension and fluency.
 Independence is the ability to function in a given area without depending upon
another‘s help. In reading, it’s the ability to read anything and understand in his/her
language without depending upon another’s help.
 Reading Comprehension is a process where the reader constructs meaning by
synchronizing the previous knowledge and the content on the page. Comprehension
implies intentional thinking- the reader is able to make sense of the text as well as to
use the information. The more one reads the better their comprehension.
 Reading Fluency is the ability to read, easily, smoothly, expressively, and accurately.
It implies understanding both the surface and implied meaning of the text.

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Why should students in the university improve reading skills?
i. Reading skills represents a major part of student’s study time, success in the
university is directly related to reading ability.
ii. Most students in the university have not had any instruction in reading, so they do
not realize that they need any instruction, neither do they realize they are poor and
inefficient readers.
iii. Reading is a developmental skill which can never be fully acquired therefore one
should make an effort to improve one’s reading throughout one’s life.
iv. One needs to avoid bad reading habits.
Effective reading skills
Good Reading skills are determined by:
 reading rate
 flexibility and fluency
Students should increase their reading speed, fluency and flexibility. Avoid the fallacy that
slow reading leads to better absorption.
Reading speed is determined by the number of words an eye can see in a single glance.
Rate of reading is also determined by the nature of the material and the aim of reading. With a
difficult material if the speed is high, the comprehension may fall. Speed will increase as one
learns to identify main ideas.

Flexibility is the ability to adjust your reading rate depending on the material you are reading.
Fluency is increasing reading rate and enhancing comprehension. In developing fluency,
reading rate and comprehension go together. This requires that you:
 Identify and eliminate the habits that slows you down
 Master several techniques for increasing fluency
 Master more effective comprehension techniques
Faster reading requires that we read in thought units/ phrases rather than word by word. This
ensures more words within a short time.
How the eyes read
While reading, eyes make stop and- go motions across the lines of print. These stops are called
fixations and only during such fixations do we actually read (Langan, 2007). The eye reads by
making a number of fixations or stops as it proceeds across a line of print. This is also
accompanied by a sweep of the eyes back and down to the beginning of each new line. And
possibly an occasional backward eye movement or regression- eyes sipped back to reread
words/ phrases a second time.
Reading speed can be increased by reducing the number of fixations per line. To read faster,
one should learn to:
 Take in several words at each stop rather than only one/two. As this happens, the
tendency to sub vocalize also is lessened.
 Reduce the duration of each stop or pause.
 Increasing the speed of the return sweep.
 cutting down the number of regressions
 Improved concentration which makes the eyes to read with greater accuracy as well as
speed.

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Bad Reading habits
Faster reading is hampered by bad reading habits. They include

i. Head movement.
ii. Pointing to words/Finger reading
iii. Lip reading
iv. Vocalization/ sub-vocalization
v. Regression
vi. Recognition span
vii. Rhythmic eye movement.
Head Movement.
Poor readers often move their heads unconsciously from side to side as they read. Such
movement is both unnecessary and wasteful. It slows down reading speed. The only muscles
that are necessary for reading are the eye muscles.
Pointing to Words
Poor readers point words with their fingers, pen, or pencil as they read. Since the eye can move
faster than the pen or fingers, reading is slowed down considerably by pointing. This affects
the reading rate and comprehension. By pointing to individual words, the reader is prevented
from taking in whole phrases and thoughts which impedes his/her understanding of thoughts
and ideas.
Vocalization
In the extreme, this refers to whispering or saying the words to oneself as one reads. It also
refers to any movement of the vocal apparatus/organs e.g. tongue, lips. During silent reading
(such as when studying in the library) one should avoid vocalization because this affects their
reading rate and understanding.
Regression
This refers to glancing back and re-reading words, phrases and sentences that one has already
read. This is a bad habit which often results from lack of concentration, it lowers reading speed
and understanding. A poor reader’s eyes make fixations followed by regression.

Recognition Span
This refers to the number of words that a reader can recognize with his eyes while the eyes are
fixed at one point of the reading material i.e. during one fixation.
Poor readers have a small recognition span in that they recognize one or two words at one
glance while good readers have a wider recognition span and can take in several words per
fixation. A small recognition span affects both reading rate and comprehension.
Rhythmic Eye Movement.
This refers to the way in which the eyes move across the line of print. A poor reader’s eyes
move across the line of print in a haphazard manner rather than in a rhythmic manner, taking

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in only single words at a time and regressing often, whereas the eyes should move from the
middle of one phrase to the middle of the next phrase.
5.4 Purpose for Reading
Here are different reasons for reading a given material; the common purposes include the
following.
i. For general information or knowledge.
ii. To get instructions/directions
iii. Reading for pleasure/leisure/Entertainment.
iv. For Academic purposes.

i. Reading for General Information or Knowledge

It’s often said that “Information is power” hence getting to acquire as much information as
possible helps one to know how to survive in different situations, it is advisable for one to keep
updated with emergent information in social, cultural, economic, political spiritual and
technical fields.
ii. Reading to Get Instructions or Directions.
Looking at life today, one is amazed by “the do it yourself” attitude. This is more common in
today’s technologically driven lifestyle. People read for instructions when shopping, in the
supermarket, instructions that are attached to every consumer package that we are buying such
as electronics and other home appliances, when locating places and when accessing
information on the internet. This shows that we need to be effective readers. When reading for
directions, pay key attention to key words, guide words, and sign posts such as first, secondly
and landmarks(in case of reading for physical directions).
iii. Reading for Pleasure.
This occurs when you read novels, story books, newspapers, cartoons or other light reading
materials etc. It helps a person to relax while at the same time gets
iv. Reading for Academic Purposes.
This is reading done in order to achieve in the scholarly world. One needs to acquire
knowledge, read for an exam, do a library research, and write a report on a project on is
conducting, do an assignment. For one to achieve all these, one needs to be an effective reader.
5.5 Types of reading
There are several styles of reading but the particular style that one adopts will depend on certain
factors, like;
i. The purpose of reading
ii. Individuals intellectual ability
iii. The ability to understand and interpret what one reads.

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Survey
This is taking a general view in determining the relevance of reading materials and whether the
materials would serve the purpose for which reading is designed.
When carrying out a survey, one should satisfy certain Questions among them are;
i. Is the material relevant to the topic I am interested in?
ii. Is all of the material relevant or only a part of it?
iii. Is the material by a reputable writer whose Judgment can be trusted?
iv. Is the material up to date?
v. Is the material too far above or too far below the level I am studying at?
Skimming
It involves moving eyes quickly over a whole page or selection so as to get a general idea from
the text. Skimming is a strategy used when a reader wants to get a quick glimpse of the text
within a short time for example; when reading the topic sentences only in an essay so as to
have a general idea of what the essay is all about. Attention will be laid on titles, chapter
headings, table of contents, topic sentences and any graphics. For example we skim to decide
whether a book might be a useful reference material.

Scanning
Scanning is a rapid search of information in a given reading material. It involves moving eyes
quickly across a line or down a page to locate particular information. When scanning, look for
key words and phrases that indicate the information you need and once you locate them stop
scanning and read slowly. The reader ignores all other information except the one of interest.
It is applied when reading maps and when looking for information such as Names, Addresses,
Certain phrases, numbers, formulae, certain words from a text.
Light Reading
This is a type of reading that we apply when reading for pleasure/leisure. The reader does not
delve deep into underlying meaning of the text. This does not involve any critical assessment
or appraisal of the material one is reading. It is fast and superficial.
Word by Word Reading
This is the style used by beginners when reading for their first time in attempt to understand
each word or phrase at time. It’s also applicable when one is reading scientific or mathematics
processes or formulas.
Intensive Reading
It is the concentrated, thorough and comprehensive reading style. It’s applied when one wants
to understand the contents of the reading deeply. It’s rigorous, an intellectually involving and
exhaustive affair in that the reader will be trying to evaluate how the ideas involved could be
applied or adopted to different situations. It’s also analytical, critical, and interpretive to suit
your situation. e.g. –reading notes.

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It is used to achieve higher level of understanding and knowledge in the chosen field/ area.
In order to benefit from intensive reading;
 be clear on what you want to read,
 select the reading material you want to read and read carefully understanding every
word,
 take notes while reading,
 recall the content and try to elaborate it, and
 discuss the content with someone.

Extensive Reading
This entails reading widely in order to gain knowledge in as broad a field as possible. In this
type of reading a person is not guided by a particular objective but one reads as much as he can
e.g. reading for general information. One does not have to read for academic purposes but one
reads out of interest and therefore he/she is not restricted subject wise. It is applicable when
one wants to:
 Increase reading fluency
 gain proficiency in writing and in oral skills
 learn a language in context
 Have better understanding of topics.

Close reading:
This Reading style is applied when one wants to understand a text. It involves in-depth
reading where we pay particular attention to every detail. It requires reading every word and
relating details to main ideas. Particular attention will be laid on definitions, key words,
headings or subheadings, main ideas and supporting sentences/details. This type of reading
thus is slowly and careful since it demands thorough concentration on all that is read.

Critical reading
This is reading beyond the written words to by analyzing the written material. Here we have to
decipher the literal meaning and the implied meaning. Implied meaning can be got by
understanding the context of the text in question.
For example,
He needs a godfather
The meaning obtained in this sentence will be contextual: he needs somebody who guides him
spiritually, or a protector of his interests. Implied meanings are connotations.

Close attention is paid to inferential meaning. This is to obtain meaning from information or
facts presented, past experience, background knowledge and intuition and the information from
the written material.
We also need to distinguish facts and opinions in critical reading. Facts are universal and
objective while opinions are subjective. While reading, take note of opinions which may be
qualified with words such as ‘I think’, ‘it is believed that....’
Critical reading also involves analysis on the writer’s purpose; what was the purpose of writing
the material? Has the writer achieved his/her purpose?

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Critical reading requires one to first skim the text so as to get the gist of the subject matter,
study the questions or generate some that could be answered from the text, then read the text
slowly to get details that will help answer the questions therein.

Interpretive reading
Sometimes information is presented statistically and graphically. Such statistical information
requires one to read and interpret as well as draw relationships. Reading such information
requires a close attention to the variables (information about one or more subjects in a table)
presented, then determine what information is being presented about them.
Graphs show relationship between sets of variables such as X and Y. critical reading involves
interpreting how X relates with Y.
Close attention should be paid on the titles and key symbols and abbreviations.

Interpretive reading is not only applicable to statistical information but also to other forms of
writing. In this case the reader goes beyond the stated/ written word to bring out meaning that
is not explicitly stated.
Interpretive reading requires paying close attention to aspects of style such as use of irony,
satire, metaphors, analogy, similes, rhythm, rhetorical questions, tone, intonation, sarcasm,
repetition and attitude.
The reader must also pay attention to punctuation marks as all these contribute in the
understanding of the text.

Guided Reading- Guided reading is conducted with small groups of students who read at the
same level.
Shared Reading- In this type of reading, students follow along as the teacher reads a selection
aloud
Proof-reading - This is a kind of reading for the purpose of detecting typographical errors.

5.6 Reading for Academic Purposes

While at the university you will often read for academic purposes such as to carry out
assignments, to understand concepts, carry out academic research and to sit for exams.
 Reading for academic purposes requires application of different strategies
including: study reading, scanning, skimming, close reading, intensive and
extensive reading (especially during research), interpretive reading and critical
reading.

Study reading- this employs SQ3R strategy (survey, question, read, recite, and review).
This study reading strategy enables one to maximize from their studies and meet academic
goals.
Survey
Gather the information necessary to focus and formulate goals
i. Read the title – Help your mind prepare to receive the subject at hand.

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 ii. Read the introduction and/or summary – Orient yourself to how each chapter fits the
author's purposes, and focus on the author's statement of most important points.
iii. Notice each boldface heading and subheading – Organize your mind before you begin
to read and build a structure for the thoughts and details to come.
iv. Notice any graphics – Charts, maps, diagrams, etc. are there to make a point. Don't
overlook them.
v. Notice reading aids – Italics, bold face print, chapter objective, and end-of -chapter
questions are all included to help you sort, comprehend, and remember.
Question
Questioning aids a reader’s mind to engage and concentrate
In questioning, turn the boldface heading for each section into as many questions as you think
will be answered in that section. The better the questions, the better your comprehension is
likely to be. You may always add further questions as you proceed. When your mind is actively
searching for answers to questions it becomes engaged in learning.
Read
Fill in the information around the mental structures you've been building
Read one section at a time with your questions in mind and look for the answers.
Recognize when you need to make up some new questions.
Recite
Retrain your mind to concentrate and learn as it reads
After each section, stop and recall your questions and see if you can answer them from memory.
If not, look back at the text again (as often as necessary), but don't move to the next section
until you can recite the answers from the previous one.
Review
Refine your mental organization and begin building memory
Once you've finished the entire chapter using the preceding steps, go back over the questions
you create for every heading. See if you can still answer them. If not, look back and refresh
your memory and then continue.
Strategies for effective reading
 Pre reading strategies
 Reading strategies
 Post-reading

Pre-reading
 Be clear about your purpose (why)
 Make list of topics/questions of what you want to read about

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  Decide to what depth (how much) you want to know about
 Skim the text by looking at the organization of the content, heading subheading,
illustrations, figures and charts if any.
 Read summary of the chapter.

Reading strategies- this helps you to monitor your comprehension.

 Underline the important content (if in your book)
 Write notes in the margin (if in your book)
 Form questions based on the content you are reading
 Reflect on the text, make predictions
 Monitor comprehension, if it breaks reread the previous section and fix up the break.

Post reading
 Summarize and restate the content read by either thinking aloud or writing in a book
 Generate questions based on what is read
 Relate the content read to appropriate situations
 Decide if the goals have been achieved.
 Summarize major ideas.

5.7 Barriers to effective reading

i. Environmental barriers- i.e. noise or any distraction during reading
ii. Physical maladies –Disabilities such as blindness,
iii. Lack of necessary materials for reading
iv. Lack of realistic reading goals
v. Combination of physical & mental abilities to read and comprehend
vi. Linguistic incompetence
vii. Weak/inadequate vocabulary
viii. Text factors- too large or too small font size, blurry writing, poor choice of words used
in the text.
5.8 Dealing with barriers to effective reading
i. Choose a conducive environment for reading far from noise and other
environmental distractors.
ii. Deal with bad reading habits
iii. Determine goals beforehand.
iv. Before reading, survey texts to ensure you use text whose font size you are
comfortable with
v. Improve/develop your vocabulary

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Study Questions
1. Describe two strategies you can use to improve each of the following:
a. Comprehension
b. Retention
2. Explain any three poor reading habits and provide a psychomotor reading strategy for each.
3. Discuss how you would use the SQ3R reading formula to extract information from a book

Further Reading.
Adler, C. R. (Ed.). (2001).Put reading first: The research building blocks for teaching children
read. Jessup, MD: ED Pubs.
Amin, Md. (2019). Developing Reading Skills through Effective Reading Approaches. 4. 35-
40. 10.5281/zenodo.2557919.
Duke, N. K. & Pearson, P. (2005). Effective practices for developing reading
comprehension. Retrieved fromhttp://www.ctap4.org/infolit/trainers/comprehe_strategies.pdf
Popat, P., & Kotadia, K. (2015). Communication Skills. New Delhi: Pearson India Education
Services Ltd.
Sheeba, Sheeba. (2018). Teaching Reading: Goals and Techniques.
Wilhelm, J. D. (2001). Improving reading comprehension with think-aloud strategies. Jefferson
City, MO: Scholastic Professional Books.
Yunus, M. M., Salehi, H., & John, S. A. (2013). Using visual aids as a motivational tool in
enhancing students‟ interest in reading literary text. Recent Advances in Educational
Technologies, 114-17

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