ELS 1102 BASIC STUDY & ENGLISH COMMUNICATION SKILLS

INTRODUCTION TO READING
 Reading is the process of looking at and
understanding the meaning of written or
printed words or symbols or it could also
mean going through written or printed
words, etc. in silence.
 Reading is also the laborious accumulation of
words and sentences. It is terrible that a lot of
people, especially students, do not know what
reading is and what it is all about. Holding a
book before you with eyes glued to letters is
NOT necessary reading.
 Reading has two main concepts i.e. reading
efficiency and reading comprehension.
 Reading efficiency has a lot to do with the
reading speed. There are principles which
make up the reading speed, they include:
a)Normal/standard reading speed(medium slow)
FOR
b) Study(careful and thoughtful reading)
c)Rapid or fast reading (could be something
familiar, simple, or a novel) FOR
d) Skimming and scanning
 Reading comprehension (ability to fully
understand the details, facts and almost all the
information

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 Reading speed relates to reading

comprehension. Studies have established that
fast readers normally comprehend better
than slow readers; the reason being slow
ones normally over emphasises sounds and
words rather than phrases and sentences.
Slow readers have a short recognition
span (few words seen).The faster one reads,
the better.

READING SPEEDS
 Optimum reading speed which involves
reading 600 words per minute (wpm).
 Reasonable reading speed. This involves
reading 300 wpm.
 Very slow- this is more less like one was
speaking. It involves reading 150 wpm.
 Therefore a university student should read
twice as fast as he or she speaks

There are some reasons as to why a student

may read and not understand. These include:
a.Reading without a purpose
b.Failure to determine the level of difficulty
and familiarity with the material being
read

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c. Lack of adequate vocabulary and

background knowledge.

STRATEGIES FOR STUDY READING

Reading for study requires the reader to follow the
SQ3R strategy.
 S - Survey
 Q - Question
 3R - Read, Recall and Review

 A survey involves looking through the whole

to grasp the sketchy image of it; it helps to
read with better understanding as it helps to
establish a purpose, the level of difficulty, and
familiarity.

What do we SURVEY in a book?

1.The title page which tells us a subject area
covers the author’s name, qualifications, and
the date of publication of the book.
2.The preface/abstract/preamble- this helps
know who the book is written for, why the
book was written, the scope and purpose of
the book.
3.Table of contents- this gives an outline of the
topics dealt with, the organization of these

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topics and it shows how major topics are

subdivided into chapters.
4.Chapters of the book- we look at the
headings of the chapters and the subheadings
which tell us the topics dealt with and how
they are subdivided into smaller units. When
surveying, always read the first and last
paragraphs, the chapters, and the subsections.
They usually give us a summary of what is in
the chapter.
5.Summary and conclusions- these normally sum
up what chapters and the whole is about. Each
chapter has a conclusion and each book a
summary.
Questions
As one reads, he/she should ask himself questions.
Some questions may be:
How can I rely on the information in this book?
Will this information be helpful in my academic
endeavours?
Why are some of the topics given more space than
others?

 Such questions help the reader because they

give him or her an idea of how to deal with the
questions and also give a sense of purpose. In

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addition, they make the reader an active

rather than a passive reader.
R1 (Read)
 One must be able to read carefully,
actively, meaningfully, and critically. One
might need to read more than once before
mastering the reading subject. However, the
second or third reading must be selective with
a purpose in mind, and one of them to be
clarification of those areas that were difficult.
We might read selectively to grasp formulas
and to discover new technical terms. We
should read while underlining the important
points. We should read again to formulate
questions and seek answers. We should also
read while making an outline or taking notes.
All the above cannot be done during the first
reading.
R2 (Recall)
 Study reading involves reciting from
memory what we’ve read. We can recite
mentally or orally. It could be done to an
audience or to oneself. It needs one to list
down the main ideas. Readers are advised to
spend 50% of their time recalling what they
have read. It helps a student to identify
difficult questions, new terms, and how they
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are used i.e. what he has understood vs. what

he has not.
R3 (Review)
 This involves re-reading to have a better
grasp of the structure and the
organisation of the material, plus the major
ideas and important details. It could be a brief
repeat of the previous states in SQ3R strategy.
 Reading for the main idea is what the author is
trying to communicate to the readers. This is
found at different levels (the main idea)-at
book level, at paragraph level, at chapter and
subsection levels. This can be established by
scheming, surveying, and examining the title,
preface, and the introductory chapter.
 The main idea at chapter level involves
surveying the chapter heading, sub-headings,
introductions, summaries and conclusions of
the chapter. At paragraph level the main idea
is expressed in the topic sentence. Most
authors begin paragraphs with topic sentences
though it demands reading a whole paragraph
to know what the topic is all about.

READING HABITS THAT NEED

REPLACEMENT

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1.Head movement- poor readers move their

heads from side to side yet the only muscles
that need moving are those controlling the
movement of the eyes. It is wasteful and slows
down reading speed.
2.Pointing to words- a poor reader points to
words with his /her fingers, pens, pencils or
rulers. The problem with this is that it
prevents taking in whole phrases and
sentences which affects comprehension and
reading speed.
3.Vocalization involves whispering or saying
the words to oneself as one reads.
4.Sub vocalization: here the reader does not
say the words to him or herself but he
pronounces them in his or her mind and
this causes the reader to concentrate on the
way the words sound instead of the meaning
they carry. This is normally caused by class
instruction that puts stress on the correct
pronunciation of words rather than the ideas
that are carried within the text.
5.Regression: refers to glancing back at one
you have already read. The need to glance
back is caused by lack of concentration on
what one is reading.

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6. Short span of recognition- a reader with

a good recognition span takes in phrases
rather than words in one fixation. Short
recognition takes in one or two words
rather than a phrase in one fixation.
7.Rhythmic vs. erratic eye movement: eye
movement refers to the way a reader
moves his or her eyes across a line of
print. With rhythmic eye movement, the
reader moves his eyes with equal intervals
of glancing/ fixation. Erratic eye movement
refers to unplanned or inequitable eye
fixations. Poor readers move their eyes
erratically.

HOW TO IMPROVE YOUR READING SKILLS

 Reading is the most important learning skill
one can acquire for success and enjoyment
throughout life. It is an integral part of our
personal and working lives. Consider how
much time everyday are spent reading
newspapers, letters, books, menus, directions
or signs Eighty-five per cent of college work,
for example, involves reading. The better you
read, the more you w succeed in study or work
and enjoy the time you spend with books.

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 Reading is basically the understanding of

words and the association between them. To
improve your reading skills you must increase
your ability to see and understand the
grouping of words, or ideas, at a speed and in
a manner that is comfortable for you. To be a
good reader, concentrate on what you are
doing and learn to use your eyes to the best of
your ability. Move them at a rate that allows
your brain to absorb the main ideas printed on
a page.
 Bad readers are usually distracted and read
each word without grasping the relationship
between them. This causes them to retrace or
reread the material.
 Remember your eyes, like fingers for the piano
or legs for skiing, must be trained to be skilful.
Seven (7) Skills for improving your reading
1) Evaluate your reading habits.
2) Provide the right atmosphere.
3) Use your eyes efficiently.
4) Continue to broaden your vocabulary.
5) Adapt your speed so you understand the
material.
6) Practice on a regular basis.
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7) Enrich your life with good books.

 Evaluate Your Reading Habits: Analyse

your present reading habits so that you know
where to improve your skills: Do you use your
lips, throat or mind to vocalize" words? You
are still using the childhood habit of sounding
out each word. This slows you down. Do
strange words constantly stop your progress?
Your vocabulary needs improving. Do you read
every single word? You should span phrases or
thought units instead of individual words. Do
you always read at the same speed? Speed
should vary depend on the material and your
purpose for reading, e.g., fiction, newspapers,
textbooks, etc. Skilful reading is an art and
needs continual practice. The more you read,
the more you will enjoy and remember.

 Provide the Right Atmosphere: Your

approach to reading, whether it is for
pleasure, information or study, will influence
your ability to do it well. Learn to enjoy it in an
atmosphere conducive to reading. Choose an
area where you can read with a minimum
of interruption. This should include proper

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light, a pencil for marking highlights in books

or taking notes and a dictionary near at hand.
Location and posture can influence your
attitude. Sitting up in a good chair will make
you more alert. Reading in bed is usually not
the place to concentrate since it is an area
associated with relaxation and sleep. Average
readers should hold a book about fifteen
inches away from their eyes. It should be
held on a slant for optimum viewing. The
sounds of radio, television or music are
distracting.

 Use Your Eyes Efficiently: It is the eyes that

see printed words and transmit them to the
brain. Understand how they work and give
them the opportunity to perform well. Eyes
perceive words only when they stop moving or
make what is called a "fixation It is during this
pause that the brain records what the eyes
have seen. Depending upon your "eye span"
you will perceive one, two or more words in
each fixation. The average college student, for
example, has a span of 1:l words and makes 4
fixations per second. Vocalizing words
impedes reading progress. Poor readers are

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inclined to whisper, use their lips, enunciate

silently in their throat or visualize the words in
their minds. Train your eyes to increase
their span by taking in more than one
word at a time. You can make your eyes fix
on related words, phrases, or short lines in
one brief stop. This sentence, for example,
should be read in five fixations: "The cost of
oil/has risen/because of/limited national
resources/ and increased imports." Don't
allow your eyes to go back over words.
Think about what you are seeing and keep
going at a speed that is fast enough to
remember at the end what you read at the
beginning. Many people need glasses to
read well. Blurred words, continual eye
fatigue or itching and stinging eyes might
mean you need glasses.

 Continue To Broaden Your Vocabulary:

The person with a good grasp of words is
usually a good reader and a good student.
Vocabulary should grow as you mature. At
every grade level and stage of life, it is
necessary to increase the number and
understanding of words. Get to know their

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structure, that they are composed of roots,

prefixes and suffixes, each with its own
meaning. Always have a dictionary nearby
whether you are reading for pleasure or
for work. When you are reading textbooks or
technical books, familiarize yourself with the
glossary that is sometimes printed in the back
to define special words. Use it whenever
necessary. Maintain a list of new words you
see or hear. Be on the lookout for ones you
don't know. Jot them down, look them up, and
then make a point of using them in writing or
speaking at least twice as soon as you can. At
the end of a month review your list and see if
you remember their meanings and how to use
them.
 Adapt Your Speed So You Understand The
Material: A good reader must learn to
balance speed with accuracy. Don't expect to
read everything at the same rate. Like a well-
tuned car, your eyes must adapt to the terrain.
Above all, you must understand and remember
what you are reading. Read with a purpose, be
aware of what you are reading and why. Your
speed should be adjusted to the type of
material. Scanning material first can be
helpful in nearly all types of reading. Get
in the habit of surveying headlines, chapter
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headings and subheads first Look for the main

ideas. Read carefully the first and last
paragraphs which should state the most
important facts and conclusions. If you are
reading for enjoyment you can skim more
easily over the lines, paragraphs and
pages. It is not important that you take in
every word or sentence in depth. As in most
writing, each paragraph usually has one main
ideas supported by details in which you may or
may not be interested. Try to span as many
words as possible with a continuous rhythm of
eye movements or fixations. When you read a
newspaper or magazine, or non-fiction,
you want to grasp the highlights and some
details. This kind of reading is for general
information. It differs from your leisure
reading because the material is more serious,
not as light or as easy to comprehend as
fiction. Studying requires close reading
because you still need to remember more
details to support the main ideas. Read
each chapter for the important concepts and
as many details as necessary to comprehend
the material.
 Practice on A Regular Basis: Like any skill,
reading requires practice. In order to develop
the habit of good reading you must train your
eyes and mind to perform well together. You
don't have to take a speed reading course. The

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rewards will be most worthwhile i r you take

the time and persevere. Set aside 15 to 30
minutes every day to practice reading,
such as a pianist, typist or golfer should.
Start off your exercises with light material,
such as Reader's Digest, that has uniform page
length and short articles. Time yourself
exactly for two pages with a clock that has
a second hand. Calculate the minutes and
seconds and divide the time into the number of
words on the page. This will tell you what your
current reading speed is in words per minute.
Ask yourself questions on the material
and review it to see if you are correct. If
you miss important details, your speed is
probably too fast for your present reading
ability. Don't get discouraged, just keep
practicing.

HOW TO GET THE MOST OUT OF YOUR

TEXTBOOKS
The following six steps have proved to be very
helpful in using textbooks, and they can be applied
to any assignment.
1) Survey the entire book.
2) Read for the main ideas.
3) Question yourself on what you need.
4) Underline and take notes.
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5) Use study guides.

6) Review systematically.

 Survey the Entire Book: Don't start right in

reading your textbook from page one. First,
make a quick survey of the entire book to get
an idea of what your text is all about.
 Look Through the Entire Book: See how it
is put together. Note the chapter headings and
subheadings, any reference reading
suggestions, quizzes, dates, discursion
questions, graphs, pictures, diagrams,
summaries or other aids which the author has
put in to help you understand and remember
the text.
 Read the Preface: Here the author usually
will tell you the main purpose in writing the
book, his/her outlook and approach to the
material.
 Scan the Table of Contents: This will show
you how the book is organized and how much
material is covered Keep looking back at the
table of contents after you have read certain
chapters to remind yourself of the author's
entire plan.
 Look Over the Last Chapter or Final Few
Pages of the Book: The author will often
summarize the main points made in the
separate chapters.

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 Survey Each Chapter: Before you read an

assigned chapter, make a rapid preview of the
material. Look for any head notes or
summaries that may be included. They give
valuable clues to the main ideas the author
wants to emphasize, and also serve as a handy
outline. Take special note of chapter headings
and subheadings.
 Read for me Main Ideas: Your reading
should have a primary purpose to find out
what the author's main ideas are in any
chapter. Keep asking, as if you are talking to
the author, just what is he trying to get across.
Don't worry about the details. By
concentrating on the main ideas, you will find
the details much easier to remember.
 Question Yourself as You Read: When you
read the text material, imagine you are having
a discussion with the author. Keep asking him
questions about the statements being made
and ideas presented. See whether he is giving
answers that satisfy you.

 Underline And Take Notes: Mark your text

freely and underline key statements. Bracket
key phrases and put light check marks around
significant points. After you have read a few
paragraphs, return to your markings and
underline the phrases and sentences that
seem most important. Be careful to select only

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the main ideas. If you underline well, you will

have a clear picture of the most important
material when you review. Writing in the
margins can also be helpful. Challenge the
author directly in the margins of the text. Ask
questions, disagree, change statements, and
rephrase concepts in your own language. By
actively engaging the author's ideas, you will
read more alertly and remember what you
have read.
 Use study guideline: Study guides, outlines
and supplements which accompany many texts
are extremely helpful. These guides often give
synopses of the material and raise provocative
questions that make you see far more deeply
into the textbook itself. Use the best study
guides and supplements available and refer to
them as you read. Return to them when you
review for an exam. Text supplements that are
mentioned in the author's suggested additional
readings or bibliography should be consulted.

HOW TO PREPARE SUCCESSFULLY FOR

EXAMINATIONS

1) Make a term study plan.

2) Use good review techniques.
3) Develop a confident attitude.
4) Organize pre-exam hours.
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5) Pace the exam carefully.

6) Reassess your grades and work.

THE OTHER THINGS TO DO

a)Every teacher has favourite areas in the
subject he teaches. Watch him carefully in
class to determine his fancies. You can wisely
spend your time mastering those areas.
b) Find out in advance how straightforward
the exam will be. Some teachers still use trick
questions, so for your own safety, ask the
teacher. If he admits to using them, explain to
him that his course isn't entitled show to be a
clever test-taker. Hopefully, he'll see the light.
c)If the exam will be the essay type, pay close
attention to major concepts, key experiments
and established arguments in your studies. If
the exam is multiple choice, concentrate on
key words (definitions) and more minute
concepts.
d) Before any exam, find out what type of test
it will be, what topics it will cover, and what
the grading policy will be. This is all important
information
e)Days before the exam start to relax. At any
time in preparation for the exam that you start

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to get nervous, RELAX. You'll work better

relaxed, and retain more relaxed. Don't bring
on unnecessary tension by trying to guess how
hard the test will be. Don't be concerned if
others seem to know more about the subject
than you do. Five minutes before exam-time is
too late to learn a worthwhile amount about
the subject, and any last minute cramming will
be overall damaging to your relaxation. With
relaxation comes clear thinking and easy
access to what's in your mind.
f) But if you feel some fear, don't make things
worse by fearing that fear: a small amount of
tension helps to keep you awake, alert, and
functioning effectively during an exam.
Remember, the average student passes. If
you're having difficulty, the odds are that
other people are having difficulty too. They are
going to make it so will you.
g) Life can be broken down into areas such
as societal behavior-, physical makeups, past
history, etc. Each subject in school is part of
life and all subjects are somehow related to
each other. This is to your advantage when
you take an exam. You can use what you've
learned from people you've known, trips
you've taken, books you've read, past and
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present courses, and just general living. If you

only stop to think during an exam, you can
raise your test score just because you've been
alive for a while.
h) Don't go into the exam tired or just having
finished a large meal -- you can't afford to fall
asleep (even with your eyes open) in a hot
stuffy room. Get a good nights sleep before the
exam and save heavy eating (or drinking) for
afterwards.
i) Be sure you have all the supplies you need
before leaving for the exams.
j) Plan a schedule so that you arrive early and
have a choice of seats with good lighting, etc.
Remember: a snow storm is not an excuse for
missing or arriving late for an exam. Many
professors follow the rule that the only good
reason for missing an exam is a death in the
family your death!

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