Reading Techniques for Improved Comprehension
Skimming, Scanning, and Mapping
Resource:
http://www.longwood.edu/learning/05-2604OLD/skimscan.htm
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Reading Techniques - 1
• Skimming: quickly running one's eyes over the test
to get the gist or general understanding. (Grellet,
1981)
• **"Skimming gives readers the advantage of being
able to predict the purpose of the passage, the
main topic or message, and possible some of the
developing or supporting ideas." (Brown, 1994)
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Reading Techniques - 2
• Scanning: quickly searching for some particular
piece of information in the text. (Grellet, 1981)
• **"The purpose of scanning is to extract certain
specific information without reading through the
whole text." (Brown, 1994)
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Reading Techniques - 3
• Mapping: grouping ideas and thoughts into meaningful clusters,
which help the reader, understand the hierarchy or links between
topics and concepts.
• **The purpose of mapping is to visually organize topics and
concepts to see how they are related to one another.
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Reading Techniques - 4
• Skimming and scanning are particularly valuable techniques for
studying scientific textbooks.
• Science textbooks are packed with many facts and details. In
response students, shift their reading speeds to the lowest gear and
labor through the material.
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Reading Techniques - 5
• Note: with standing the fact that science textbooks are usually wellorganized, with main points and sub-topics clearly outlined,
students often ignore these clues and plod through the chapter
word-by-word, trying to remember every detail.
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Reading Techniques - 6
• In order to be successful reader you must
understand the general framework within which
concepts fit. You can get a general understanding
of that framework by skimming, scanning, and
mapping.
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Reading Techniques - 7
• A skilled reader can scan material while
skimming, however you should practice
both skills separately until you are
comfortable.
• Mapping can be done on a scrap piece of
paper while reading or after reading as a
review or study guide.
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Reading Techniques - 8
SKIMMING:
•
Start at the beginning of the chapter and read the section headings.
•
Think how the section headings flow from one to another and how
they link with each other.
•
Take note of vocabulary or terms, which may be in bold, or italics
print.
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Reading Techniques - 9
• Read each topic sentence, usually the first sentence under the
heading.
• Read the study questions at the end of the chapter and think, "Which
section could I find that answer in?
• Go back and read each section.
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Reading Techniques - 10
SCANNING:
• After reading the sections or chapter, look at the study questions at
the end.
• Answer each question in your head by physically turning back and
looking for the exact word, term or phrase.
• Go back and look up each vocabulary term and re-read the definition
from the book
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Reading Techniques - 11
MAPPING:
•
While reading, place the main concept at the top of the page and
circle it.
•
Under the main concept, write, circle, and draw lines to the
supporting ideas, concepts, or related vocabulary.
•
If necessary, write personal definitions or cues for memory with
these circles.
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Reading Techniques - 12
• Add another layer of vocabulary or concepts if necessary
• Add lines showing how vocabulary or concepts are linked
perpendicularly.
• **Mapping can be done either while reading or after reading is
complete.
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Reading Techniques - 13
• After skimming, scanning, (or mapping if you do so at this time) then go back and
read the chapter or sections of your text.
• Reading can be very taxing and should not be done in one sitting.
• Pace yourself- Set a goal.
• Read a set number of sections or read for a set number of minutes, review what
you have read, process it into long term memory and then return to read more.
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MATERI PENDUKUNG
http://www.longwood.edu/learning/05-2604OLD/skimscan.htm
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ASSIGNMENT
Mahasiswa diwajibkan mengunjungi Self Access Language
Learning Center (SALLC). Tugas yang dilakukan ketika
belajar di SALLC adalah sbb:
1. Latihan listening comprehension dari bahan TOEFL
yang tersedia di SALLC.
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