http://www.biseriapun http://www .biseriapuneet.com/topi eet.com/topics/communication cs/communication-skills/3-reading -skills/3-reading everything about reading by puneet biseria
Readi ng (A Complete Man) . . . . .
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Reading (or STUDYING) STUDYING) is usually assoiated assoiated to seuring good mar!s. "ut let me as! you a #ery simple $uestion. T%ere are people &%o read (or study) less 'ut e#en t%en t%ey seure more. During my %ild%ood I used to t%in! a'out %o& do t%ey do it Do t%ey %a#e a more de#eloped 'rain Are t%ey s%arper t%an me Do t%ey %a#e 'etter memory po&er I onsoled mysel* 'y saying t%at +t%ere are a lot o* t%ings &%i% I !no& *ar 'etter t%an t%em and t%ey do not stand any&%ere in *ront o* me., -e -ellmost llmost o* t%e people t%in! t%in! li!e t%is and t%ey t%ey are RIG/T000 .
So.&%at are t%e t%ings (or tri!s ) &%i% you s%ould adopt so t%at you too an seure 'etter 'etter mar!s In *at *orget a'out t%e mar!s t%in! t%in! a'out en%aning en%aning your o#erall !no&ledge. .
1irst o* all t%ere are no tri!s and t%ere*ore do not 'e ' 'ot%ered ot%ered a'out tri!s. T%e only on ly t% t%in ing g t% t%at at yo you u ne need ed to un unde derst rstan and d is t% t%at at yo you u mu must st re read ad to 'e mo more re preise. Yo You must STUDY. STUDY. .
T%e eduational system does not pay any %eed to ulti#ate t%e art o* reading &ell among t%e students2 and t%ere*ore it *alls upon t%e indi#iduals to ulti#ate t%e a'ilities 'y3in t%emsel#es. .
-%y I am paying a lot o* &eig%tage on reading You !no& 'eause reading is t%e s siiene o* sienes t%e mot%er o* all t%e !no&ledge4 4u ust li!e "5DY"UI6DING is t%e mot%er o* all t%e sports and T7AC/ING is t%e mot%er o* all t%e pro*essions. .
I* you study t%e li#es o* t%e RIC/ 1AM5US and T/7 M5ST IN16U7NTIA6 people you &ill o'ser#e a strange similarity. All o* t%em &ere 85RACI5US R7AD7RS. 7#en i* t%ey %ad 9: minutes minutes to spare t%ey used it it to study. .
So i* you &ant to 'e t%e most in*luential person o* your trade you must learn to steal time %ere and t%ere and use it to 'eome t%e student o* your art your ra*t your domain. 8ery simple000 Isn;t it 4ust 'y reading you an a$uire t%e stat st atus us o* t% t%ee M5 M5ST ST C5 C5M M<7 <7T7 T7N NT
All t%is *or &%at . Reading >? minutes a day. .
5!ay 5!ay I understand understand t%at pur%asi pur%asing ng 'oo!s is #ery 7@<7NSI87. An And d also most o* t%e 'oo!s are not readily a#aila'le so &%at You an use t%e INT7RN7T. You an read (or (or STUDY) a lot o* artiles to eduate yoursel*. 4ust a re%arge o* 9?? rupees *or 9 G" data and t%at too at t%e speed o* >G and you an %a#e aess to e#eryt%ing &ort%!no&ing. . .
Because you want to have a workable knowledge about reading… I will answer the following questions. How should you read? What should you read? Who should read? When should you read? Where should you read? Why should you read? . .
What is READING? BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB .
9. -%en you read a piee o* &riting you loo! at it and understand &%at it says. .
. Reading re$uires ontinuous pratie de#elopment and re*inement. .
>. Reading re$uires reati#ity and ritial analysis. .
. Reading ulti#ates t%e sense o* reati#ity and ritial analysis in a reader. .
:. Se#eral meanings an 'e dra&n 'y reading t%e same teEt 'eause o* &%i% people o* di**erent di**erent ommunities !ill ea% ot%er. ot%er. .
Various TECHNIQUES TECHNIQUE S BBBBBBBBBBBBBBBBBBBBBB .
So *ar t%ere are se#eral types o* reading met%ods (or te%ni$ues) suggested 'y resear%ers to inrease t%e ompre%ension and retention o* t%e read &%i% are listed 'elo&. .
SQ3R Method (Surve! Questio"! Read! Revie#! a"d Re$ite%! SQ&R Me SQ&R Meth thod od (S (Sur urve ve ! Qu Ques esti tio" o"!! Re Read ad!! Re$ e$it ite! e! Re Re$o $ord rd!! a" a"d d Revie#%! 'QRST Method ('revie#! Questio"! Read! State! a"d Test%! SQR Method (Surve! Questio"! Read! Re$ite! Re$ord! Revie# a"d Re)*e$t%and A$tive Readi"+ Method. .
As su% t%ere is no unanimity a'out &%i% met%od is t%e 'est. /o&e#er sine all met%ods o* reading are om'ination I &ill eEplain t%e SF:R te%ni$ue. .
T%e *ull *orm o* SF:R te%ni$ue is Sur#ey Fuestion Read Reite Reord and Re#ie&.. T%e SF:R te%ni$ue is Re#ie& is mostly used *or t%e Aademi
Surve To glane glane at t%e material to get t%e *eel. It inludes reading C%apter title. C%apter o'Heti#es. C%apter summary. MaHor %eading3su'%eadin %eading3su'%eadings3p%otos3grap%s gs3p%otos3grap%s Italii=ed3apitali=ed3'old Italii=ed3apitali= ed3'old &ords are read. .
Questio"i"+ no&ing -/Y are you reading no&ing -/Y t%e aut%or %as &ritten it no&ing -/AT in*ormation you are loo!ing *or To %allenge t%e ideas presented. T%e a'ility to read it ritially. T%e a'ility to as! standard $uestions li!e -%at -%y -%en -%ere /o& .
Readi"+ T%e main t%ing. To understand understand t%e main ID7AS. .
Re$ite Reite t%e main ideas in your o&n &ords a*ter *inis%ing ea% page. Summari=e aloud &%at you read. 8ery important it &ill also impro#e your ommuniation s!ills and deli#ery. Do t%is and I repeat a*ter a *ter *inis%ing ea% page. .
Re$ord Mar!3%ig%lig%t en%anes t%e understanding understanding *or t%e *uture re*erenes. Underline only t%ose parts t%at are learly essential *or you. y ou. It &ill let you a'sor' t%e main idea &it%out going t%roug% t%e omplete teEt. -rite do&n t%e !ey points. .
Revie# Reading ontinually and periodially en%anes retention. Spend some time in going t%roug% t%e earlier notes 'e*ore 'eginning a ne& reading assignment. .
Re)*e$t 5rgani=e and reorgani=e t%e ideas into larger ategories. Compress t%em into smaller units. Mentally manipulate t%e ideas.
Relate and ompare t%e di**erent Notie &%ere t%ey agree agree and di**er. di**er. Generali=e t%e ideas &it% your eEperiene3!no&led eEperiene3!no&ledge. ge. Inorporate t%em into your o&n eEisting !no&ledge. No& you %a#e ultimately ultimately understood t%e idea you read. To unders understan tand d mea means ns t%a t%att you an eEp eEplai lain n t%e onept onept and still pre preser ser#e #e t%e aut%or;s intended meaning. . . .
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/o&e#er t%e most E,,ECTIVE and USE,U- met% met%od od as *ar as I %a#e understood is t%e Active
Reading Te Reading Technique.
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/o& to read ati#ely .
eep pen and paper %andy. -rite t%e purpose o* reading on t%e top o* t%e paper. -rite &%at omes to you a*ter reading ea% paragrap%. -rite &%at omes to you a*ter reading ea% page. Summari=e t%e primary ideas in your o&n &ords. Re*let on aut%or;s opinion and purpose. Al&ays read &it% a pen3penil in your %and and underline &%ate#er you t%in! is important. A good reader reads ritially. I* you read ritially you partiipate reati#ely in t%e proess proess o* rea readin ding. g. You on onsta stantl ntly y $ue $uesti stion on &%a &%att t%e aut%or aut%or is say saying ing and #h . .
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Ho# shou*d ou Read? BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB .
11 ways to make the most from !"#I$% . .
./ 0e+i" #ith the END i" MIND
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. . "e*ore reading 'e A"S56UT76 A"S56UT76Y Y C67AR a'out &%y are you reading somet%ing. -%at is your moti#ation Are you reading it to !no& &%at is &ritten 5r you &ant to !no& a'out t%e main points 5r you &ant to seure good mar!s T%ere ould ould 'e a lot o* reason reasons. s. "ut 'e*ore reading reading Hust Hust as! yoursel* yoursel* &%y I am reading t%is Ans&er t%is 'y saying I am reading t%is 'eause I &ant to .
-%en you asertain t%is t%e SU"C5NSCI5US mind *ilter t%e material to suit your need. 5ne you master t%is te%ni$ue te%ni$ue you an read > or 'oo!s -IT/IN -IT/IN an /5UR. . . .
1/ Read to uti*i2e our tie E,,ECTIVE-4 E,,ECTIVE-4
. Do not study merely to pass t%e eEams. Read to en%ane your learning. I* you are una'le to deide &%at to read read some M5TI8ATI5NA6 'oo!s. "ut 'e*ore reading any 'oo! read t%e R78I7-S *irst to C5N1IRM t%at it is &ort% your time.
Gi*t 'oo!s (to your %ildren espeially). . .
3/ Read a"d RE,-ECT .
-%ile you are reading a 'oo! put mar!s on t%e t%ings you *ind interesting (or use*ul) underline it. -rite do&n your t%oug%ts &%ile reading it. 5r -rite &%at you %a#e understood. I* possi'le try to eEplain e#ery page (o* a 'oo!) in or : lines o* &%at you %a#e understood.
T%is &ill en%ane your style or art o* eEpression. A*ter e#ery or > mont%s read your notes. . .
&/ Whe"ever ou read! 5ee6 our s6i"e STRAIGHT a"d 7reathe DEE'-4 DEE'-4// .
. Ma!e it a %a'it to &al! &%ile you read (i* t%e 'oo! is not too %ea#y).
In%ale deeply. Try to *ill your lungs as mu% as %umanly possi'le &it% oEygen and eE%ale it ompletely. . .
/ Do N8T Read a"thi"+9 a"su7:e$t )or ore tha" 3; i"ute i "utess 6er 6e r sessio ses sio"/ "/ .
. T%en s&it% to read some di**erent t%ing3su'Het.
It &ill not ause 'oredom. . .
'ra$ti$e RC e=er$ises o) $o6etitive e=as/ . It &ill en%ane your understanding o* t%e language and &ill a$uaint &it% t%e nuanes o* t%e language. 7Eperts say t%at you need 9???? %ours to master anyt%ing. /o&e#er an easy &ay is to do somet%ing 9???? times. I* you &an &antt to mas master ter Rea Readin ding g Com Compre pre%en %ensio sion n go *or att attemp emptin ting g t%e sol sol#ed #ed $ues $u esti tion on pa pape pers rs o* t% t%ee o omp mpet etit iti# i#ee eE eEam ams s at atte temp mptt 9? 9?? ??? ?? RC eE eEer eri ise sess R76IGI5US6Y. And most importantly STUDY t%e eEplanations. Attempting 9???? 7nglis% 7nglis% Setions and you are S7T. S7T. T%at is t%e po&er o* doing somet%ing 9????. 9????. 7#en "rue 6ee *eared *eared t%e mo#e someone someone %as pratied 9???? 9???? times. I* t%is is too mu% *or you attempt one RC eEerise per day and in 9 year you &ill 'e a &ell read man. T%is %a'it o* regular R7<7TITI5N is t%e t%ing &%i% di**erentiates a :?J seurer *rom a K?J seurer. I* you are a /indi medium student it &ill gi#e you t%e neessary pratie. . .
>/ The sour$e o) -IGHT . .
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-%ile you read ensure t%at lig%t s%ould al&ays ome *rom *ro m t%e 671T SID7. T%e lig%t s%ould 'e *alling on t%e paper &it% a : degree angle. . .
/ Use DICTI8NAR DICTI8NAR4 4 . .
. . . -%ene#er you ome aross a &ord you do not !no&3understand loo! it up in t%e ditionary.. At times you an ma!e out ditionary out t%e meaning 'y its onteEt 'ut it pays pays ri% di#ide di# idends nds to stu study dy t%e &ord in t%e ditiona ditionary ry stu study dy t% t%ee #ar #ariou iouss par parts ts o* t%e desription study t%e origin o* t%at &ord %o& it is pronouned and #arious s%ades o* meaning. It &ill not only a$uaint &it% t%e eEat sentiment o* t%e aut%or 'ut &ill also eEpand your #oa'ulary (ati#e as &ell as passi#e #oa'ulary).
In due ourse o* time you &ill reali=e you %a#e a 'etter ommand o#er &ords and are a'le to eEpress yoursel* more learly luidly e**eti#ely. . .
@/ Read S-8W-4 .
. . Do not speed read. Ne#er read *aster t%an your om*orta'le om*orta'le speed. T%ere is no point in reading *ast i* you are not a'le to understand. Read all &ords. Do "ot #orr a'out your reading speed. Read Re ad na natu tura rall lly y &i &it% t% a sp spee eed d t% t%at at al allo lo&s &s yo you u to un unde ders rsta tand nd t% t%ee ma mate teri rial al om*orta'ly. Do not Hust glane o#er t%e teEt. .
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What shou*d ou READ? BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB . .
. 7#eryt%ing &%i% interests you. Anyt%ing &%i% is related to your trade pro*ession or domain. .
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There are 3 su++estio"s a7out readi"+ .
Su++estio" .. .
An id idea eall eE eEer eri ise se is to ATT7 T7M< M. National De*ene Aademy (NDA) . Na#al Aademy 7Eamination (NA7) :. Sta** Seletions Commission (SSC) L. Institute o* "an!ing
.3 7e"e)its o) atte6ti"+ these Questio" 'a6ers/ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB 9. "eause it is to %e! t%e reading ompre%ension it en%anes your reading ompre%ension. . It pro#ides you &it% 7C67CTIC reading. >. Si Sin nee t% t%ee pa pass ssag ages es ar aree on #a #ast st #a #ari riet etie ies s it en en%a %an nes es t% t%ee s sop opee o* yo your ur !no&ledge. . "eause you read a lot you 'egin to understand t%e nuanes o* t%e language. :. Si Sin nee yo you u us usee yo your ur 'r 'rai ain n ACT CTI8 I876 76Y Y to an anal aly= y=ee t% t%ee o orr rre ett an ans& s&er er it en%anes t%e oneptual larity o* t%e su'Het matter. L. It en%an en%anes es your &ord po&e po&err and *iEes it. 5ne 5ne &%il &%ilee reading and seond &%ile &eig%ing t%e possi'le ans&ers.
. "eause you read &it% a purpose to ans&er you read t%oroug%ly and &it% on o nen entr trat atio ion n re read adin ing g t% t%us us in inr rea eases ses yo your ur C5 C5M1 M15R 5RT TA"I "I6IT 6ITY Y &i &it% t% t% t%ee grammatial strutures. . "eause t%e material is seleted *or t%e purpose o* RC t%e passages %osen are 'etter t%an most o* t%e material. material. Moreo#er t%e material %osen is IN15RMAT IN15RMATI87 and N5-67DG7A"67 and it is ri% in most o* t%e senses. K. It gi#es a #ery good eEerise to ena'les you to di**erentiate 'et&een &%at is -RITT7N and &%at is IM<6I7D. 9?. It ena'l ena'les es you to S<77D R7AD. /o& /o& T%e more you read t%e 'etter your #oa #o a'u 'ula lary ry 'e 'eo ome mes s t% t%ee 'e 'ett tter er yo your ur #o #oa a'u 'ula lary ry t% t%ee 'e 'ett tter er yo your ur sp spee eed d and and ompre%ension &ill 'e. 99. It de#elops your a'ility to SCAN t%e t%e teEt. -%at is sanning T%is T%is s!ill is used &%ile using a DICTI DICTI5NARY 5NARY or a DIR7CT5RY DIR7CT5RY.. It is t%e a'ility to go t%roug% t%e teEt to see! t%e rele#ant &ord only. 9. It de#elops your your a'ility to SIM SIM t%e teEt. -%at is s!imming T%is s!ill is used &%ile sear%ing sear%ing *or t%e rele#ant in*ormation. in*ormation. T%at is is reading t%e t%e &ords &%i% are are surrounding t%e !ey&ords to ma!e ma!e out t%e meaning. To identi*y t%e main main idea o* t%e teEt.It is 'asially *or R7S7ARC/7RS R7S7 ARC/7RS to understand &%et%er t%e teEt is use*ul *or t%eir R7S7ARC/ or not. T%ey s!im t%e teEt 'e*ore 'e*ore ma!ing a *inal deision to R7AD DISCARD or STUDY it. 9>. To get t%e rig%t ans&er your 'rain %as to s%u**le t%e 67@IC5N se#eral times. /o& T%e eEerise o* s%u**ling your !no&ledge (se#eral times) ena'les you to assoi ass oiate ate (di**ere (di**erent) nt) t% t%ing ingss a aord ording ing to som somee log logi. i. "e "eaus ausee o* &%i &%i% % you your r C5N 5NC C7< 7
Su++estio" 1 . Read moti#ational3personality de#elopment 'oo!s. T%ere is a list ompiled 'y 4os% au**mann &%i% I t%in! e#eryone s%ould study.
htt&'((&ersonalmba.com(best)business)books( .
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Su++estio" 3 . T%ere are se#eral &e'sites &e'sites also &%ere &%ere you an *ind *ind rele#ant in*ormation. in*ormation. /ere is a list o* some o* my personal *a#orites. .
Wi5i6edia/or+ As5/$o Wi5iHo#/$o
It pro#ides in*ormation on almost e#eryt%ing. It allo&s you to *ind ans&ers on any !ind o* topi *rom t%e eEperts Is li!e mot%er o* all t%e /o& to &e'sites.
A7out/$o S*ideshare/$o 4outu7e/$o
Contains in*ormation a'out almost e#eryt%ing. Digesti'le in*ormation &it% lots o* images See e#eryt%ing %appening.
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Who shou*d READ? BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB .
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7#ery'ody 000 Anyone &it% t%e slig%test desire to impro#e one;s learning. Anyone &%o &ants to 'e &ellread eduated !ind o* a person &it% oneptual larity. Anyone &%o &ants to 'e reogni=ed as an indi#idual &%o is A-AR7. Ne#er read &it%out !eeping a pen and paper %andy to reord t%e ideas &%i% mig%t our to you. . . .
Whe" shou*d ou READ? BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB .
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T%e ID7A6 time is in t%e morning 'eause t%e 'rain is super *res% and *ully re%arged a*ter %ours o* sleep. T%e onentration is at its %ig%est. Some people say t%at t%ey are nig%t people 'ut 'elie#e it or not you %a#e to aept it t%at your 'rain is tired 'y t%en. . .
Where shou*d ou READ? BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB . .
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"nywhere* where you can can concentrate* can kee& kee& your s&ine straight* and breathe o+ygen rich air. . .
,ome e+tra stuff stuff . ,ome ti&s to shar&en shar&en your brain BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB . 4ust li!e eEerise ensures %ealt%y 'ody t%e t%e *ollo&ing ati#ities ensure t%e %ealt% o* 'rain.
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There)ore ou shou*d DoB/ . 9. "esides reading do t%ese eEerises *or t%e %ealt% o* t%e 'rain. . Sol#e ompetiti#e eEams; $uestion $uestion papers. >. Sol#e ross&ord pu==les. . . Sleep. 9. Do 'reat% eEerises (. (&%i% (&%i% is present in nuts and *is% *is% oil). It atually atually oils your 'rain. ?. Inlude =in in your diet. (Nuts and seeds are t%e ri%est soures.) 9. Consume Consume s!immed mil!. It ontains ontains #itamin "9 t%at protets protets 'rain tissue *rom disease and inHury. . Consume Consume Co* Co**ee *ee.. It is a nat natura urall sti stimul mulant ant t%at at ati#a i#ates tes t%e sym sympat pat%et %eti i ner#ous system &%i% impro#es ogniti#e *untioning. >. Co* Co**e *eee is als also o ri ri% % in ant antioE ioEida idants nts t%a t%att are resp respons onsi'l i'lee *or pro promo motin ting g t%e reo#ery o* your neurons against inHury and stress. . Consume 6emon Huie ontains polyp%enols t%at en%ane ommuniation o* neurons memory and learning a'ilities. :. Consume 9? grams o* Trip%ala e#eryday. e#eryday. L. C%oolate ontains *la#onols t%at 'oosts ogniti#e s!ills. . Cooa also ontains polyp%enols &%i% pre#ent ogniti#e impairment o* aging people. . . .
How to secure com&rehension.
ma+imum
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Step 'y step guide *or R7ADING C5M
9. Ne#er ASSUM7 anyt%ing. . Read t%e $uestions are*ully. >. Read t%e passage are*ully. . (S!ippa'le a*ter attempting 9??? RC passages) gi#e a seond reading to grasp t%e meaning ompletely ompletely.. :. I* you ome aross un*amiliar &ords try to guess t%e meaning 'y relating. L. Ans&ers s%ould 'e orret and to t%e point &ritten in your o&n &ords. Do not opy t%e sentenes *rom t%e passage. . A*ter &riting t%e ans&ers %e! t%e puntuations and spellings. . Re#ise t%e ans&er and get rid o* t%e unneessary details. . .
Soe QU8TES BBBBBBBBBBBBBBBBBBBBBBBBB .
eading is the way out of ignorance* and the road to achievement.
eading is to the mind what e+ercise is to the body -,ir ichard ,teele
he sim&lest way to make sure that we raise literate children is to teach them to read* and to show them that reading is a &leasurable activity. "nd that means* at its sim&lest* finding
books that they en/oy* giving them access to those books* and letting them read them.
!very child is different. hey can find the stories they need to* and they bring themselves to stories. " hackneyed* worn)out idea isn0t hackneyed and worn out to them. his is the first time the child has encountered it. #o not discourage children from reading because you feel they are reading the wrong thing. "nd not everyone has the same taste as you.
Well ll)m )mea eani ning ng ad adul ults ts ca can n ea easi sily ly de dest stro royy a ch chil ild0 d0ss lo love ve of readi re ading ng'' st sto& o& th them em re readi ading ng wh what at th they ey en en/o /oyy* or gi give ve th them em worthy)b )bu ut)d )du ull boo ook ks that you like* the 1 1sst)c )ceentury equivalents of 2ictorian 3im&roving3 literature. 4ou0ll wind u& with a generation convinced that reading is uncool and worse* un&leasant. 5 $eil %aiman 67ctober 18* 91:;. 3Why our future de&ends on libraries* reading and daydreaming. the guardian.com. etrieved on "&ril <* 91=.3
If we encountered a man of rare intellect* we should ask him whatt book wha bookss he rea read. d. 5 al&h Wa Waldo !merson !merson** >et >etter terss and ,ocial "ims 61<@;* Auotation and 7riginality. 7riginality.
he first time I read an e+cellent book* it is to me /ust as if I had gained a new friend. When I read over a book I have
&erused before* it resembles the meeting with an old one. 57liver %oldsmith* he itiCen of the World* World* >etter >DDDIII.
It may be well to wait a century for a reader* as %od has waited si+ thousand years for an observer. observer. 5 Eohannes Fe&ler* Fe&ler* In Gartyrs of ,cience* &. 1. >earn to read slow all other graces will follow in their &ro&er &laces. 5 William William Walker Walker** "rt of eading. he worth of a book is to be measured by what you can carry away from it. 5Eames Bryce " good book should leave you... slightly e+hausted at the end. 4ou li live ve se seve vera rall li live vess wh whil ilee re read adin ing g it it.. 5W 5Wiill llia iam m ,t ,tyr yron on** interview* Writers at Work* 18< here is a great deal of diff differenc erencee between an eager man who wants to read a book and a tired man who wants a book to read. 5%.F. hesterton If thereJ thereJss a book you really want to read but it hasnJt been written yet* then you must write it. 5 5o oni Gorrison
I would be most content if my m y children grew u& to be the kind of &eo&le who think decorating consists mostly of building
enough bookshelves. 5"nna Auindlen* Bookshelves*3 $ew 4o 4ork imes* "ugust 11
3!nough
Books are the quietest and most constant of friends they are the most accessible and wisest of counselors* and the most &atient of teachers. 5harles W. W. !liot
"lways read something that will make you look loo k good if you die in the middle of it. 5K.E. 7Jourke
I must say I find television very educational. he minute somebody turns it on* I go into the library and read a good book. 5%roucho Gar+
LIMt is &leasanter to eat oneJs own &eas out of oneJs own garden* than to buy them by the &eck at ovent %arden and a book reads the better* which is our own* and has been so long known to us* that we know the to&ogra&hy of its blots and dogJs)ears* and can trace the dirt in it to having read it at tea with buttered muffins* or over a &i&e.... 5harles >amb* letter to ,.. oleridge* 11 7ctober 1<9
" dirty book is rarely dusty. 5"uthor Nnknown
4ou know youJve read a good book when you turn the last &age and feel a little as if you have lost a friend. 5Kaul ,weeney
he smallest bookstore still contains more ideas of worth than have ha ve be been en &r &res esen ente ted d in the the en enti tirre hi hissto tory ry of tele televi visi sion on.. 5"ndrew oss
Books are the bees which carry the quickening &ollen from one to another mind. 5Eames ussell >owell
Books can be dangerous. he best ones should be labeled 3his could change change your life.3 5Helen !+ley
his will never be a civiliCed country until we e+&end more money for books than we do for buying televisions. 5Kuneet biseria
%ood friends* good books and a slee&y conscience' this is the ideal life. 5Gark wain
If you resist reading what you disagree with* how will you ever acquire dee&er insights into what you believe? he things most worth reading are &recisely those that challenge our convictions. 5"uthor Nnknown
Books and &ieces of furniture are made from the same thing* butt bo bu books oks fu furn rnis ishe hess th thee ho hous usee mor moree be beau auti tifu full lly. y. 5 Ku Kune neet et biseria
When you reread a classic you do not see more in the book than you did before you see more in you than was there before. 5lifton Oadiman
Oor friends... do but look u&on good Books' they are true friends* that will neither flatter nor dissemble. 5Orancis 5Orancis Bacon
" book that is shut is but a block. 5homas Ouller
In books lies the soul of the whole Kast i ime' me' the articulate audible voice of the Kast* wh wheen the bod odyy an and d mat ateerial substance of it has altogether vanished like a dream. 5homas arlyle
Books are lighthouses erected in the great sea of time. 5!.K 5!.K.. Whi&&le
3ell me what you read and IJll tell you who you are3 is true enough* but IJd know you better if you told me what you reread. 5OranPois Gauriac
here are worse crimes than burning books. 7ne of them is not reading them. 5Eose&h Brodsky
$othing is worth reading that does not require an alert mind. 5harles #udley Warner
o rea read d wit withou houtt ref reflec lectin ting g is lik likee eat eating ing wit withou houtt dig digest esting ing.. 5!dmund Burke
he wise man reads both books and life itself. 5>in 4utang 4utang
He who lends a book is an idiot. He who returns the book is more of an idiot. 5"rabic Kroverb
he mere brute &leasure of reading - the sort of &leasure a cow must have in graCing. 5>ord hesterfield hesterfield
We are too civil to books. Oor a few golden sentences we will turn over and actually read a volume of four or five hundred &ages. 5al&h Waldo Waldo !merson
hat is a good book which is o&ened with e+&ectation and closed with &rofit. 5"mos 5" mos Bronson "lcott
he multitude of books bo oks is making us ignorant. 52oltaire 52oltaire
here is no such thing as a moral or immoral book books are well written or badly written. 57scar Wilde* Kicture of #orian %ray* 1<1
7ne of the /oys of reading is the ability to &lug into the shared wisd wi sdom om of ma mank nkin ind. d. 5I 5Ish shma mael el e eed ed** Writ itin inJJ is Oi Oigh ghti tinJ nJ'' hirty),even 4ears of Bo+ing on Ka&er* &.1<@
,ome books book s are to be tasted* others to be swallowed* and some few to be chewed and digested. 5Orancis Bacon
If the book is second)hand* I leave all its markings intact* the s&oor of &revious readers* fellow)travellers who have recorded their &assage by means of scribbled comments* a name on the fly)leaf* a bus ticket to mark a certain &age. 5"lberto Ganguel* he >ibrary at $ight
" truly good book teaches me better than to read it. I must soon lay it down* and commence living on its hint.... What I bega be gan n by re read adin ing* g* I mu must st fi fini nish sh by ac acti ting ng.. 5H 5Hen enry ry #a #avi vid d horeau
Books are immortal sons deifying their sires. 5Klato
$o entertainment is so chea& as reading* nor any &leasure so lasting. 5Gary Wortle ortleyy Gontagu Go ntagu
I would never read a book if it were &ossible for me to talk half an hour with the man who wrote it. 5Woodrow 5Woodrow Wilson Wilson
" good book is always on ta& ta& it may be decanted and drunk a hundred times* and it is still there for further imbibement. 5Holbrook Eackson
eading - the best state yet to kee& absolute loneliness at bay. 5William ,tyron
eading well is one of the great &leasures that solitude can afford you. 5Harold Bloom
o become become a more inde&endent inde&endent thinker thinker s&end a good deal of time develo&ing your reading skills.5 &uneet biseria.
"ll that mankind ma nkind has done* d one* thought* gained ga ined or been' it is lying as in magic &reservation in the &ages of books. Books &rovide us with the o&&ortunity to meet with great thinkers on a one) on)one basis* even if they are of a different locale or time. 5 homas arlyle.
>earn to read slow all other graces will follow in their &ro&er &laces. 5 William William walker 6he "rt "rt 7f eading;
he art of reading affects the art of thinking which affects the art of living. 5 &uneet biseria
!veryday s&end at least :9 minutes to study the things related to your &rofessio &rofession n 6or your area of interest; interest;.. It will give give you the !#%! in your field.
eading skills in !nglish are very im&ortant because reading skill gives you the access to the most im&ortant resources to e+&ose yourself to the windows of the world. !verything is written in !nglish. 5 &uneet biseria
Whenever you are eading(>istening* you are doing it 1. o understand understand the feelings of the writer(s&eaker. . o be entertained or stimulated emotionally :. o acquire information. =. o understand the &oint of view of the writer(s&eaker w riter(s&eaker.. 8. o review review or refine your understanding. @. o a&&reciate what is Written(,&oken. 55555555555555 ,tudy skills can be develo&ed through several tasks which requir req uiree a &ro &roble blem)s m)solv olving ing a&&roach. a&&roach. How Howeve everr* most of the students never learn the most essential skill of develo&ing a &roblem)solving a&&roach as most of them study 6read "G; from chea& guides(keys(9 Auestion to ,"2 ,"2! ! IG!. Gost of the students want to save time so that they can cram more. hey kee& on cramming throughout their stude den nt life sacrificing learning for the sake of G"F,.
55555555555555 N$#!,"$# that the real &ur&ose of learning !nglish is to be able to use it in the real life* and that the syllabi of school and colleges do not have any worthwhile thing to fulfill the actual &ur&ose. 4o 4ou will see that a variety of skills are required to meet the real life situations. By real world situations I mean that whenever you ead(>isten anything in !nglish* you must be able 1. o understand the feeling. 6!GK"HIQ!; . o understand the nuances of e+&ression* tone* attitude. 6W!>>)2!,!#; :. o read between the lines.6IGK>I!#; =. o not be 6N$I2!,">;
blocked
by
cross)cultural
differences.
8. o acquire information by becoming able to focus on what is im&ortant. 6,7I$%; @. o distinguish the G"E7 and GI$7 &oints* ideas* etc. 6#IOO!!$I"!;
. o un unde ders rsta tand nd th thee &oi &oint nt of vi view ew of th thee ,& ,&ea eake ker( r(W Writ iter er.. 6I$!K!; <. o differentiate between the facts and attitudes(view &oints. 6I$O!; . o analyCe what is said(written. 6"$">4Q!; 6 "$">4Q!; 19. o review or distill reading(listening. 6OIDI$%;
your
understanding
by
11. o become able to acquire the ty&e of information you want. 6!2">N"!; 5 &uneet biseria 555555555555555555 555555555555555555 Whatever we read or listen can be divided into two broad categories. I$!!, and N,!ON>$!,,. 555555555555555555 >istening and reading should be given more attention if you really want to cultivate educated minds. 555555555555555555 ,tudents should give more &ractice to !+tensive >istening and Intensive >istening. !+tensive reading is for &leasure and interest.
Intensive reading is to e+tract the s&ecific information. ,kimming is reading quickly /ust to get the gist of the te+t. ,canning is reading to find a &articular &iece of information. 6tele&hone directory; 555555555555555555 Have no doubt…. he reader(listener will disregard everything e+ce&t for the information he is interested in. 555555555555555555 By the time the student reaches standard Dth* he should have learnt lea rnt listen listening ing skills skills as good goodly ly as &os &ossib sible. le. " great great deal of com&rehending and res&onding rests on it. 555555555555555555 he use of s&ok okeen(written wor ords ds to get things do don ne is called the ransactional Ounction of the language. "nd the use of s&oken(written words to establish and maintain social contact is called the the Interactional Ounction of the language. 555555555555555555 eading the lesson should be used as an o&&ortunity to teach &ronunciation. 555555555555555555 haracteristics of eading Oirst* reading &ur&oseful. here is always a reason for reading. he &ur&ose of reading directs the way the te+t will be read and &rocessed by the brain.
!+tensive reading is for &leasure and interest. Intensive reading is to e+tract the s&ecific information. ,kimming is reading quickly /ust to get the gist of the te+t. ,canning is reading to find a &articular &iece of information. 6tele&hone directory; ,econd* reading is selective. We only read only what is im&ortant for us. 7ur reading s&eed varies according to the content and our &ur&ose of reading. If we are reading a /oke we do not &ay much attention* when we are reading for e+ams we &ay too much attention. hird* eading is &ersonal. eading varies according to the level of the reader. reader. !+&erienced readers read the minimum number of words to e+tract the ma+imum amount of information correctly . Oourth* reading is always &ertaining to com&rehension. When we read* we do not read merely to decode the words written. We read to understand what is im&lied. We react to what we read* we try to evaluate the accuracy of what is written* we weigh the o&inions e+&ressed* and we also check the a&&ro&riateness of the tone of the writer. We** as readers* interact with what we We w e read.
!very reader absorb the meaning of the te+t in his own manner. In fact* readers bring b ring meaning to the te+t. he word word is not as neutral neutral as it looks in the dictio dictionar nary. y. he mean me anin ing g of th thee wo word rd ch chan ange gess ac acco cord rdin ing g to th thee co cont nte+ e+tt in which it is used. 555555555555555555 he ultimate aim of a eading Krogramme Krogramme is to enable the students to read unfamiliar te+ts with a&&ro&riate s&eed and adequate understanding without any hel&. 555555555555555555 ,econdly* if you want the reading &rogramme to be successful* as a teacher* you should select the material which is interesting* relevant* easy to read and understand* written in an aut authen hentic tic language. language. It sho should uld be eas easily ily understa understanda ndable ble and should have lots of &ictures in it. By authentic language I mean the sort of language which is generally used in real life conte+ts* which is not edited or written es&ecially for the &ur&ose of teaching. 555555555555555555 ritical eading is weighing the ide deas as** im&licat atiion onss* organiCation of the ideas* and the way in which the author has &resented in the te+t 555555555555555555
eading fle+ibility is the ability to vary the s&eed of reading according to the nature of the te+t and a nd the &ur&ose of reader to read the te+t. 555555555555555555 .
E4 W8RDS BBBBBBBBBBBBBBBBBBBBBBB a'de*g%iH!lmnop$rstu#&Ey= . . .
References :BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
Grellet, F.Developing F.Developing Reading Skills. Skills . 1981. ambridge !ni"ersit# $ress. Readin Read ing g & Th Thin inki king ng in En Engl glis ish h . 198 198%. %. &ol olum umes es 1/ 1/'. '. () ()*o *ord rd:: () ()*o *ord rd !ni"ersit# $ress + the ritish ouncil. lderson. . harles + ukmani, 0asmeen. 1988. ognition and reading: ogn o gnit iti" i"e e le le"e "els ls as em embo bodi died ed in test test u ues esti tion ons. s.Re Read adin ing g En Engl glis ish h a Foreign Language. 2haughaness#, ina $. 1944.Error 1944.Error Analysis. Analysis. 5ew 0ork: ()*ord !ni"ersit# $ress. ha*e, ha* e, 6a 6all llac ace e . 19 194% 4%,,Me Mean anin ing g an and d th the e St Stru ruct ctur ure e of La Lang ngua uage ge.. hicago: !ni"ersit# o* hicago $ress. lderson, and !ruhart, .7 ed. 198', 198',Readi Reading ng in a Foreig Foreign n langu language age.. ondon: ongmanhall, .2. 1983.Stages 1983. Stages of Reading Developent . 5ew 0ork: cGraw-7ill ook ompan#. Grellet,F Grellet ,F.. 1981 1981..De Deve velo lopi ping ng Re Read adin ing g Sk Skil ills ls.. a amb mbri ridg dge: e: a amb mbri ridg dge e !ni"ersit# $ress.
right .. and c Gregor G.$. 1981.Teaching 1981. Teaching English as a Second Language 2 ongman. o** . 1988.Teach 1988. Teach English. English. ambridge: ambridge !ni"ersit# press. llis ; and ed?,1991.Effective >ed?,1991.Effective Strategies for Teaching Reading . ll#n and acon. organ and ;in"olueri . 198@.!oca"ulary 198@.!oca"ulary . ()*ord: ()*ord !ni"ersit# $ress. 6allace. 1984.Teaching 1984.Teaching !oca"ulary . 2, 7einemann ducational ooks. #ords and Their Meanings. Meanings. 198%: (pen !ni"ersit#: ilton Ae#nes, !.A. "ayley /arry. Auicker eading. 6ondon 9K. Morton 4o%n. An in#estigation into t%e e**ets o* an adult reading e**iieny ourse.7ccu&ational Ksychology 9K:K >> >. "ro& "r o&n n 4a 4ame mess I. OD ODia iagn gnos osin ing g Your Re Read adin ing g ). Ksycho cholog logist ist Dudl Du dley ey Ge Geo* o**r *rey ey A. /o /o& & to Ma Mast ster er -% -%at at You Re Read adO O he Ksy GagaCine 4anuary 9K. Dudl Du dley ey Ge Geo* o**r *rey ey A. OY OYo ou Ca Can n Re Read ad 1a 1ast ster er an and d Un Unde derst rstan and d "e "ett tter er O he Ksychologist GagaCine GagaCine April 9K:. Dudley Geo**rey A. O/o& to Read 1asterO Gemo Septem'er 9K:. Dudley Geo**rey A. a&id eading (T%orsons (T%orsons 9K). 7nt&istle N. and /ounsell D. O/o& Students 6earnO in eadings in Higher !ducation 1(Uni#ersity 5* 6anaster 9K:).
/unt Ru /unt Rut% t% C. C. an and d Sp Spen ene er r Da Da#i #id d G. G. #ynamic eading 0 (R (Rap apid id Re Read adin ing g in wenty) hree ,te&s to ,uccess and "chievements (T%orsons 9K). Mares Colin !fficient eading (7nglis% (7nglis% Uni#ersities earning (Reading (Reading Centre 9K:). R%odes Martin How to ,tudy (T%orsons). ,tudy (/arper P Ro& 9K?). Ro'inson 1 <. !ffective ,tudy Ro&ntree Dere! >earn How to ,tudy ,tudy (Madonald nd ed. 9KL). S%o S% one ne Ron onaald ld Q Imagery as a Gemory "id O C%apter in reative 2isualiCation (T%orsons 9K). Smit% Nila "anton Be a Better eader (earn ' a&id om&rehension hrough !ffective eading (6earn In. 9K). Union Uni on 5* 6an 6anas as%ir %iree P C%e C%es%i s%ire re Ins Instit titute utes s ,uccess in !+amination !+aminationss (U6CI 9K). Gade ,im&le. (-./. Allen 9K). -ain&rig%t. Gordon a&id eading Gade MaddoE /arry. How to ,tudy. ,tudy. Ne&ton A''ot Da#id P C%arles 9K?. ,kills . 6ondon Mamillan 9K. 1reeman R. Gastering ,tudy ,kills "urnett 4anis ,uccessful ,tudy ,tudy (/odder P Stoug%ton 9KK). 1reeman R Gastering ,tudy ,kills ,kills (Mamillan 9K). Gi''s G. OCan Students 'e Taug%t /o& to StudyO in Higher !ducation Bulletin : 9K. Gi''s G. and Nort%edge A. O/elping Students to Understand T%eir 5&n Study of %uidance and and ounselling 9KK. Met%odsO in British Eournal of /ill <. <.4. 4. ,tudy o o ,ucceed () MaddoE /arry How to ,tudy (Da#id P C%arles 9K?). Main Ma in Ale leE E !ncouraging !ffective >earning ' "n "&&roach to ,tudy ounseling. (Sottis% Aademi
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End Session
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