EAPP Lesson 3

ACADEMIC READING
STRATEGIES
Lesson 3
LEARNING OBJECTIVES
At the end of the lesson, learners are expected to:

 1. identify the different reading strategies as tool in
academic writing;
 2. evaluate one’s purpose for reading; and
 3. use knowledge of text structure to glean
information he/she needs
Consider this cooking
analogy, noting the
differences in process…
A. Shannon has to make dinner. He goes to the store and walks
through every aisle. He decides to make spaghetti, so he
revisits aisles and reads many packages thoroughly before
deciding which groceries to buy. Once he arrives home, he
finds a recipe for spaghetti, but needs to go back to the store
for ingredients he forgot.
B. Taylor also has to make dinner. He wants lots of

carbohydrates because he’s running a marathon soon so he
decides to make spaghetti. After checking some recipes, he
makes a list of ingredients. At the grocery store, he skims
aisles to find his ingredients
Which and chooses
paragraph products that meet
is clearer?
his diet.
Answer: Paragraph B. Why?
Taylor’s process in B was more
efficient because his purpose
was clear.
So, establishing why you are reading
something will help you decide how to read
it, which saves time and improves
comprehension. So here are some strategies
to help you improve your skills…
READING STRATEGIES
What are the Different Reading Strategies?
STRATEGIES & READERS
 Strategies differ from reader to reader.

 The same reader may use different strategies
for different contexts because their purpose
for reading changes.
 Ask yourself “why am I reading?” and “what
am I reading?” when deciding which
strategies to try.
WHAT ARE THE PURPOSES OF
READING?
-to scan for specific information
-to skim to get an overview of the text
-to relate new content to existing knowledge
-to write something (often depends on a prompt)
-to critique an argument
-to learn something
-for general comprehension
So, it is important that
you adjust your reading
strategies to your
purpose of reading.
Here’s how to do it…
HOW TO ADJUST TO YOUR PURPOSE?
CLASS ACTIVITY
 Complete the chart on the next slide.

 Match your Purpose in Reading with your
Activity.
 Suppose your purpose is in the 1st Column.
 Fill in the activity that you will do to achieve
your purpose.
 The first one is done for you.
READING ACTIVITY
Directions: Read the excerpt of
an article critique. Answer the
questions that follow. Use the
reading strategies you have
learned from the previous
discussion. Write your answer
in your notebook.
The No Child Left Behind Act of 2001 expects all students to achieve proficient levels of
knowledge in core subject areas. Teachers of English language learners (ELL) face the
added challenge of providing meaningful and accessible curricula while integrating English
language and literacy development. This research study addresses ELL students’ low
science achievement in the context of national standards and accountability in the 2006-
2007 school year.
Several studies have examined the influence of professional development interventions on
students’ science achievement. Research suggests that hands-on and inquiry-based
science lessons develop literacy as well as content knowledge. Research also indicates
that students’ science achievement is positively correlated with the amount of teacher
professional development. This study builds upon existing research by using a quasi-
experimental design to assess students’ science achievement after the first-year
implementation of a professional development intervention that focused on science
achievement, literacy, and math skills. Specifically, the study addresses three research
questions: (1) whether treatment group students show gains in science achievement, (2)
whether gaps in science achievement change for ELL and low-literacy (retained) students
in the treatment group, and (3) whether treatment group students perform differently
compared with non-treatment group students on a statewide mathematics test,
particularly on the measurement strand that is emphasized in the intervention.
Discussion Questions
1. Is there a statement of the problem?
2. What is the background information of the problem?
3. Is the educational significance of the problem
discussed? What is it? Write it below.
4. What is your impression about this article?

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ACADEMIC READING

At the end of the lesson, learners are expected to:

B. Taylor also has to make dinner. He wants lots of

 Strategies differ from reader to reader.

 Complete the chart on the next slide.

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