Chapter Two

Employing appropriate Reading

Strategies for different Texts
At the end of this module, you are expected to:
1. Know about different types of reading strategies
2. Use appropriate reading strategies for a variety of texts
3. Use appropriate reading strategies for a reading test

Module Writers Ernesto Ramos Jr., MA

Raymond Ibasco, MA

For DLSU-D's Exclusive use

Copyright rests on the module writers and on the Languages and

Literature Department of DLSU-D. Unauthorized use and/or distri-
bution of these modules without the direct, wilful and written
consent of the copyright holders is an automatic infringement.
Meanwhile, copyright of cited references/ texts, pictures, dia-
grams, and videos remain to their respective owners and were
used for academic purposes only.

14
PRE-TASK
Can you differentiate various types of reading materials? Complete the table below by writ-
ing down your observations. This may be done in groups.
Academic text Expository text Narrative text Hypertext
(textbooks, re- (novels, short
(newspaper, (internet
search paper) stories)
magazines) websites)

What is the
Purpose or
objective of
each reading
material?

What kind of
information is
found in each
material?

What basic
technical for-
mat or struc-
ture can you
observe with
regard to how
information
(sentences
and para-
graphs) are
arranged?

How visually
appealing is
each material?
Identify some
apparent vis-
ual features.

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Sample Text Types:

Textbook
Novel

Magazine Website

Essential Questions
1. How are the different texts in the pre-task similar?

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2. How are the different texts in the pre-task different?

3. Do you think there is a need to use different reading strategies for different text types?
Explain your answer.

DISCUSSION

PREVIOUS EXPERIENCES and TEXT KNOWLEDGE

Our previous experiences or schema has a crucial role in our reading comprehen-
sion (Graves, Cooke, LaBerge as cited in Dole, Brown, Trathen, 1996) and reading ex-
perts further assert that aside from the lack of background knowledge, comprehension
will most likely to be inaccurate when we fail to prepare ourselves with enough prior
knowledge about a topic,. Hence, by developing appropriate reading comprehension
strategies, the readers will have a better chance of decoding concepts and understanding
ideas necessary for constructing meaning (Dole et al, 1996). Although we should never
under estimate the power of our schema, of equal importance as well is our understand-
ing about the text we are reading. As a college student, you are faced with several aca-
demic reading which consists of highly specialized information printed materials such as
textbooks, manuals, research papers, journals and the like. More so, each major subject
that you take has its own conceptual route wherein a type of text is written and could be
identified. For example, the type of information from a Biology textbook is quite differ-
ent from an Engineering textbook. Likewise the intention of the writer of these two
books would also be different since most Biology texts present word concepts (parts of
the body and others) while engineering texts provide mathematical formula and computa-
tion as basis for understanding ideas.
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Hence, textual information is presented through a particular type of structure or formation.
By studying and analyzing its structure and linguistic features, these pieces of information
from the text will help us organize and understand its complexity. What you have done in
the Pre-Task has guided you to have a better understanding about that text which shows
you that it can be identified, are organized body of knowledge, and has identifiable distinct
features.

Texts can be categorized into two main categories: literary texts and factual texts.
Literary texts include short stories, poems, movie scripts, limericks, fairy tales, plays, novels,
song lyrics, mimes and soap operas. They are constructed to appeal to our emotions and
imagination. There are three main text types in this category: narrative (ex. fairy tales, fa-
bles, parables, etc), poetic (ex. poems, sonnets, song lyrics, etc.) and dramatic novel (movie
scripts, novels, etc). Media texts such as films and television shows can also fall in this cate-
gory.

Factual texts include advertisements, announcements, internet web sites, current

affairs shows, debates, recipes, reports and instructions. They present information or ideas
and aim to show, tell or persuade the audience. The main text types in this category are re-
count, response, explanation, discussion, information report, exposition and procedure.

Contextual Analysis

There are times that you encounter a word in a sentence you are reading that causes
you to stop because you cannot understand the whole passage unless you know its mean-
ing. This is an illustration of one of the causes of lack of comprehension due to failure to
understand a word. The most effective way to deal with this situation of recognizing an un-
familiar word is to use contextual analysis.

Contextual analysis (Arias & Acuna, 2000) refers to an attempt to derive the mean-
ing of an unknown word by examining the context in which it appears. It goes beyond the
text and involves using information surrounding the troublesome word to help reveal its
meaning. Readers have to figure out the meaning of a word by the way it is used in the sen-
tence or passage. According to Vacca and Vacca (1989) contextual analysis is mostly a mat-
ter of inference. Inference requires readers to see an explicit or implicit relationship be-
tween the unfamiliar word and its context or to connect what they know already with the
unknown term. There are three contextual aids that indicate the meaning of words: typo-
graphic, syntactic, and semantic.

Typographic Aids. Another term for typographic aid is formal aid. This makes use
of footnotes, italics, boldface print, parenthesized definitions, pictures, graphs, charts, and
the like. A typographic aid provides a clear-cut connection and a direct reference to an un-
known word.
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Syntactic/Semantic Aids. Syntactic and semantic clues in content materials should not be
treated separately because one (syntactic information) usually triggers the other (semantic
associations) for readers. The grammatical relationships among words in a sentence or the
structural arrangement among sentences in a passage often helps to clarify the meaning of a
particular word.

After studying the discussion on contextual analysis, answer the following questions
to further your comprehension in reading academic text. Learn to skim the surrounding
text for contextual clues.

19
1. The italicized word “Primata” in the first paragraph means order of beings which in-
cludes:
Humans

Monkeys

Apes

All of the above

2. What are the three characteristics that differentiate the bones of humans to apes?

3. Biologists have classified primates into two. What are these?

4. On the second sub topic to whom does it refer “they walk on four feet”?

5. On question number 4 who is being identified as “they”?

6. On the last sub topic what is the Latin equivalent word for “wise man”?

7. How many subtopics does the article have?

8. On the last sub topic the linking words but and also represent.
Contradiction

Elaboration

Cause and effect

Research shows that words should be learned in context and not in isolation is an
effective vocabulary strategy. Words located elsewhere in a sentence or paragraph that
helps the reader to decipher unknown vocabulary words are referred to as context clues.
A number of contextual clues may be used to determine the meaning of an unfamiliar
word.

Several authors Plata, Arias & Acuna, Ying (2001) and Vacca and Vacca (1989)
suggested different contextual clues that can help a reader infer the meaning of a new or
unfamiliar word.

1. Morphology. Readers can derive word meanings by examining the internal morphologi-
cal features of the word. This includes the affixation of the word, namely: prefix, suffix,
infix, circumfix, and its root word.

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 Word Root Prefix Suffix Meaning
Microcosmic Cosm micro Ic being or like a miniature world
predictability Dict pre able/ity quality or trait of being said/told
about beforehand
subterranean Tetra sub Nean having the quality of being below the
earth
Introspection Spec intro Tion act of looking/examining within

In the table above, the prefixes and suffixes of the given words are given and their corre-
sponding meanings.

2. Reference Words. This involves identifying the reference of the pronoun used in a sen-
tence that may provide clue to the meaning of the unfamiliar word.

e.g. Malnutrition gave him the shallowest limbs. It stunted his growth.(Note that in the giv-
en example, the pronoun it refers to malnutrition which is the unfamiliar word.)

3. Cohesion. Sometimes words in the same sentence or in adjacent sentences give an indi-
cation of the meaning of an unfamiliar word because these words regularly co-occur with
the unfamiliar word, producing what has been termed “collocational cohesion.”

e.g. Richard prepared the sage, rosemary and thyme. Later, he added the basil and the pepper.
(In the given example, sage, rosemary, thyme, basil and pepper are all spices used
in cooking.)

4. Synonyms. The meaning of the unknown word is understood because the idea is re-
peated in familiar words.

e.g. We have never seen a large cave. It was really enormous.

5. Antonyms. Are words which have opposite meanings to show contrast in the sen-
tence.

e.g. To be pretty and not plain, affluent and not poor, represents status in certain social class.
(Pretty is the antonym of plain, and affluent is the opposite of poor as illustrated in the given
example.)

6. Hyponyms. The reader can see the relationship between an unfamiliar word and a fa-
miliar word. Oftentimes, the familiar word is accompanied by a specific example.

e.g. The museum contained almost every type of vehicle: cars, trains, and even old carriages and
coaches.

7. Definition. This is outright explanation of the meaning of a word or a term by intro-

ducing and describing it within the same context.
21
 e.g. Many animals live only by killing other animals and eating them. They are called predatory
animals.(Predatory animals can be deduced from the sentence as animals that kill
other animals and eat them.)

8. Alternatives. The writer may give an alternative of an unfamiliar word to make the
meaning known.

e.g. Ichthyologists, or specialist in the study of fish, have contributed to our understanding of the
past.

9. Restatement. The writer gives the reader enough explanation for the meaning to be clear.

e.g. X-ray therapy, that is, treatment by the use of X-ray, often stops the growth of a tumor.

10. Example. The author helps the reader get the meaning of a word by providing samples
that illustrate the use of the word.

e.g. All the furniture have been completely removed so that not a single table or chair was to be
seen.

11. Summary. A summary clue sums up a situation or an idea with a word or phrase.

e.g. Mrs. Buenaflor contributes money to the Red Cross and the Cancer Society. She also volun-
teers many hours in the emergency ward of hospitals. She is indeed altruistic.(Altruistic is the
word being described in the passage.)

12. Comparison and contrast. Writers can show similarities and differences.

e.g. The ancient mammoth, like other elephants, is huge.

Reading academic text may not be easy for some. Aside from its complexity due to
heavy concept laden text is its structure. Most academic text do not make use of transition-
al or linking devices such as furthermore or however. Instead most academic text linked
ideas contextually. What you have discussed are the some of the contextual structure em-
ployed by most writers in discussing ideas. Identifying these contextual clues can help you
understand better the text and remember concepts. Read the article and answer the ques-
tions after.

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22
 Behavior Problems in Dogs

There are many behavioral problems in dogs that leave us wondering: Why are they doing
that? What are the causes and what can I do to stop such behavior? Some of the more
frequently reported behavioral problems are described below.

Destructive Behavior

Destructive behavior is one of the most common complaints from dog owners, and
hence necessitates the most in depth discussion. A dog quickly ceases to be 'man's best
friend' when he/she scratches up a prized rug, chews up a favorite sweater, or eats an ex-
pensive pair of shoes. Destructive behavior is due to many causes, including ion anxiety.
Many owners are gone from the house for many hours during the day, and the result is
that the dog has more opportunity to develop destructive behavior. The problem with
this is that owners come home and see the chewed object and will punish the dog at that
time. The dog will not associate the act of destruction to punishment because they will
not understand exactly why you are upset. They will act guilty because they know you are
upset, but they will not associate your anger with their act of destroying the object. There-
fore, do not punish a dog for its behavior unless you catch him in the act.

Another reason for destructive behavior is lack of environmental stimulation. Boredom

may be a cause, or at least a contributing factor, especially in young or large dogs that do
not receive adequate exercise. Dogs need environmental stimulation. Obtaining a second
pet or providing interesting and interactive toys for the dog may help. For example, a hol-
low toy filled with solid treats or peanut butter encourages the dog to interact with the jet
at the treats.

Finally, destructive behavior could also occur due to barrier frustration. This may result if
the dog has been punished by being put in a closed room or into a fenced yard, or it may
be caused by the presence of something very desirable on the other side of the barrier. In
these cases, the dog will try hard to break through the barrier y destroy the door frame or
door knobs, for example.

To treat destructive problems, one must determine the exact cause of the behavior and
remedy this cause accordingly. For example, a young dog that is chewing furniture but
not doorways is mostly likely in need of more environmental stimulation. Increasing exer-
cise, providing another animal companion, putting the radio on, decreasing anxiety, or
giving chew toys only when the owners are away are other treatments.

Aggression

Aggression is also a common complaint from dog owners and is a serious threat to public
safety. Biting should be aged during puppy-hood.

23
Excessive Barking

Excessive barking can be disruptive to you and the neighbors. But before considering dras-
tic surgery such as debarking (which is not recommended), determine where and when the
dog is barking. If it occurs only when out in the backyard alone, the solution is to keep the
dog indoors and accompany the dog on a leash outside. More commonly, dogs bark at
strangers or visitors to the house. This is due to territorial behavior and the dog is simply
protecting his/her property - that may include you. It is your task to teach the dog to stop
inappropriate barking. Use positive reinforcement to modify the dog's behavior For exam-
ple, when the dog barks, call him/her over or command him/her to sit and reward with a
tasty treat. Do not use negative punishment because it may cause fear in the dog, which
may exacerbate the barking problem.

-http://www.pets.ca/dogs/article/

1. Based on the first paragraph, how did the writer define destructive behavior of dogs?

a. examples

b. narrative

c. a and b

d. none of the above

2. The phrase “second pet “ in the second paragraph is an alternative word to

a. Cat

b. interesting and interactive toys

c. puppy

3. The pronoun This in third paragraph refers to

a. frustration

b. destructive behavior

c. punishment

4. The word treat in the fourth paragraph is synonymous to the term

a. remedy

b. determine

c. increase
24
5. In the last paragraph, how is the term positive reinforcement exemplified?

6. In the last paragraph, what specific example was used by the writer to identify territorial
behavior of dogs?

UNDERSTANDING ORGANIZATIONAL TEXT STRUCTURE

Text structure refers to the ways that authors organize information in text. Under-
standing to recognize the underlying structure of a text can help you focus attention on
key concepts and relationships, anticipate what’s to come, and monitor your comprehen-
sion as you read. Research shows that good readers determine structures based on their
experiences with a variety of texts, and they apply this knowledge when they read new
material. Hence, differences in the type of structure used to organize textual information
significantly affect the amount of information learned and remembered.

As you interact with the text to construct meaning, your comprehension is facili-
tated by how it organizes your thinking in a manner similar to that used by the author.
Readers who struggle with text comprehension often do so because they might have
failed to recognize the organizational structure of what they are reading, and they are not
aware of textual cues that alert them with particular text structures (Cochran & Hain n.d.).

Text Structure Analysis

Text structure refers to the ways that authors organize information in text. Under-
standing to recognize the underlying structure of a text can help you focus attention on
key concepts and relationships, anticipate what’s to come, and monitor your comprehen-
sion as you read.

25
Research shows that good readers determine structures based on their experiences with a
variety of texts, and they apply this knowledge when they read new material. Hence, differ-
ences in the type of structure used to organize textual information significantly affect the
amount of information learned and remembered.

As you interact with the text to construct meaning, your comprehension is facilitat-
ed by how it organizes your thinking in a manner similar to that used by the author. Read-
ers who struggle with text comprehension often do so because they might have failed to
recognize the organizational structure of what they are reading, and they are not aware of
textual cues that alert them with particular text structures (Cochran & Hain n.d.).

The Narrative Text Type

Based on time perception, narration is the telling of a story; the succession of

events is almost always given in chronological order.
The main purpose of narrative is to entertain, to gain and hold a readers' interest.
However narratives can also be written to teach or inform, to change attitudes / social
opinions e.g. soap operas and television dramas that are used to raise topical issues.

26
Complete the details based on the story read

Who: _______________________________________________________________

What: _______________________________________________________________

Where: ______________________________________________________________

When: ______________________________________________________________

Why: _______________________________________________________________

How: _______________________________________________________________

Compare this article with the previous article. Discuss the following questions
in groups.

How do they differ? __________________________________________________

__________________________________________________________________

How are the details presented? __________________________________________

27
The Expository Text Type

It aims at explanation, i.e. the cognitive analysis and subsequent syntheses of complex
facts. It is compose of two major points as its organizational structure: major details and
minor details. A main idea or a thesis is usually provided to guide the reader.

Its expository/macrostructures includes:

Descriptive texts - tell what something is

Enumerative texts - give a list related to a topic

Sequential/Procedural texts - tell what happened or how to do something

Comparison-Contrast texts - show how two or more things are the same or different

Problem-Solution texts - state a problem and offer solutions

Persuasive texts - take a position on some issue and justify it

Cause-Effect texts - give reasons for why something happened

One effective way to help you identify expository structures is to identify words and
phrases that frequently signal organization. For example, if you know that words such as
like, unlike, and in contrast are often used when one thing is being compared to another,
you can readily spot the author's intention and be better equipped to understand the text
as a whole.

Organizational Text Structure

Cause and Compare Sequence Problem Description
and Con-
Effect and
trast
Solution
Cause is why Shows how Describes Tells about a A topic, idea, person,
something two or items or problem (and place, or thing is de-
happened. more things events in sometimes says scribed by listing its
are alike order or tells why there is a features, characteris-
Effect is what
and/or how the steps to problem) then tics, or examples.
happened.
they are dif- follow to do gives one or
(Sometimes
ferent. something more possible
the effect is
or make solutions.
listed first.)
something.

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Comprehension Strategies
Arias and Acuña (2000) recommend four different types of comprehension strategies:

Preparational Strategies
1. Activate Prior Knowledge
In preparation for reading an article, the reader could asks herself what he/she already
knows about the subject and then decides what he/she would like to find out.

2. Setting Purpose and Goals

The reader must decide their overall goal. Is it for reading-for pleasure, to gain information,
or to study for a test- as each goal requires a different style of reading.

3. Predicting
Predicting is a strategy that helps the reader set a purpose for reading. They predict what
information a section of the text will be presented based on what they have read in a prior
section. Questions can be asked on what the article might be. The prediction can be based
on illustrations, titles, heading, introductory notes or even the first paragraph. Predicting
gives them a purpose for reading and turns it into an active search to confirm whether their
prediction is correct.

4. Previewing
Previewing is also known as surveying. Readers read the title, heading, introduction, and
summary for a selection and look at illustrations to get an overview of the selection. This
preview serves as an orientation to the article so that they have some sense of what it will
be about. It can function as the blueprint for constructing a mental model of the text and
also activates reader’s schemata. As they preview, they ask themselves what they know
about the subject. Previewing is often used with predicting. Information gathered from pre-
viewing can be used to make predictions.

Academic Texts Reading

Since academic texts are highly specialized texts, a reading strategy might be helpful to im-
prove comprehensioninformation. The SQ3R method of reading will enable us monitor
our comprehension and review the materials we have. SQ3R stands for SURVEY, QUES-
TION, READ, RECITE and REVIEW.

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29
How this strategy works:
1. SURVEY
This step will prepare us for reading. When we survey, we move our eyes quickly over
page, stopping only to read certain parts carefully.
•Read the title
•Read all of the headings and subheadings
•Read all the introduction
•Read all the words and phrases throughout the text that are in boldface
print, italics and underlined.
•Read the first sentence of each paragraph if the chapter is short or the first
paragraph of each section if the chapter is long.
•Look at any photographs, drawings, graphs, charts, or maps and read the
captions beneath them.
•Read the summary at the end or the last paragraph if there is no summary.
•Read any study questions at the end or possibly at the beginning of the chapter.

2. QUESTIONS
Change the title, headings, and subheadings into questions. Also change words and
phrases that are underlined, italicized, or boldfaced into questions. The answers to these
questions will be very important parts of our reading. It will be easy to find the answers as
you read because you will know what you are looking for. If your book provides ques-
tions, you should definitely use them to help you as you read.

3. READ
After doing the 1st two steps you can now proceed with reading because now you
know how the chapter is organized, what topics are covered, and questions need to be an-
swered. If you have time, you might want to read the chapter very quickly without under-
lining. When you are ready, read carefully. Underline or highlight and make notations in
the margins as you read. Follow the guidelines that you learned earlier. As you read, try to
answer the questions that you asked before you began to read.

4. RECITE
After you finish reading each section in your book, stop and try to answer the ques-
tions you formed earlier without looking at the book. You can do this orally or in writing.
If you cannot answer the questions, look at your book, review the material, and then try
again to answer the questions without looking at your book. Try to summarize briefly the
ideas stated in the chapter either orally or in writing. By doing this, you are testing yourself
as you read.

30
5. REVIEW
After you finish the whole chapter, review it in its entirety. Try again to answer the
questions and to summarize the chapter. If you do this in writing, you can use these notes
to help you study before an exam. Review your textbook chapters frequently.

POST TASK
Your teacher will give you different texts. Determine how you would comprehend each text
by applying the different strategies.

References:

Aebersold, J., (1997). From reader to reading teacher: issues and trends. Cambridge Uni-
versity

Arias, M., & Acuna, M.J. (2000). Coursebook on teaching reading. Manila, PhilippineN-
normal University.

Au, K., Mason, J. and Scheu, J. (1995). Literacy instruction for today. New York,Harper
Collins College.

Dubin, F. and Eskey, D. (1986). Teaching Second Language Reading for Academic Pur-
pose. United States of America, Addison-Wesley publishing.

Durkin, D. (1989). Teaching them to read. Massachusetts, Simon &Chuster press.

Fuerstein, T. and schocolnik, M. (1995). Enhancing reading comprehension in the lan-

guage learning classroom. San Francisco, California, Alta Book Center,

Pearson, D. & Stephens, G. (1994). Kingten, E.,Kroll B.,Rose M. (eds). Perspectives on

Literacy. Cambridge, Southern Illinois University Press.

Plata, S., Madrunio, M., Montenegro, M., Yu, P., and Calero, E. (2006). Keys to critical
reading and writing. Laguna,Trailblazer.

Reyes, I. (2006) ‘Exploring Connections between Emergent Biliteracy and Bilingualism’,

Journal of Early Childhood Literacy 6(3): 267-292.

31
Ruddell, R.,Ruddell M.R., Singer H.Editors (1994). Theoritical Models and Pocesses of
Reading. Newark, Delaware, International Reading Association.

Vacca, R., & Vacca, J.A., (1998). Content area reading. Allyn& Bacon/ Longman

Internet

http://www.lingref.com/isb/4/118ISB4.PDF

http://www.ldonline.org/article

Reading_For_Meaning:__Tutoring_Elementary_Students_to_Enhance_Comprehension/

http://www.readingmatrix.com/articles/taguchi_gorsuch_sasamoto/article.pdf

http://www.docstoc.com/docs/57071475/Text-Structure

http://www.ldonline.org/article/6194/

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33
 TEXTBOOK EVALUATION
MODULE EVALUATED Employing appropriate Reading Strategies for Different Texts
NAME OF EVALUATOR

Direction. Encircle the number that corresponds to your answer. Answer each item as honestly as possi-
ble and do not leave any item unanswered. Be guided by the numerical equivalent below:
5 – Excellent 3 – Average 1 – Poor
4 – Above Average 2 – Below Average

OBJECTIVES
The objectives of the module are well-defined. 5 4 3 2 1
The objectives of the module are attained 5 4 3 2 1
a. Know about different types of reading strategies 5 4 3 2 1
b. Use appropriate reading strategies for a variety of texts 5 4 3 2 1
c. Use appropriate reading strategies for a reading test 5 4 3 2 1

ORGANIZATION AND CONTENT

The discussion of the lesson facilitates learning. 5 4 3 2 1
The module contains correct and current information about the topic. 5 4 3 2 1
The presentation of the lesson is clear and effective. 5 4 3 2 1
The module is well-organized and easy to understand. 5 4 3 2 1
The module challenged me to think and analyze critically. 5 4 3 2 1
The directions for each activity are clear and concise. 5 4 3 2 1
The pictures and graphics are relevant to the topic. 5 4 3 2 1
The texts in the module are appropriate. 5 4 3 2 1
The lesson is presented in a systematic manner. 5 4 3 2 1
The module relates the subject matter to other disciplines. 5 4 3 2 1
The module expands and relates the lessons to daily experiences. 5 4 3 2 1
The module relates lessons to current issues and problems. 5 4 3 2 1
The module discussed the topics comprehensively. 5 4 3 2 1
The module imparted trustworthy information. 5 4 3 2 1
For experimental use

USEFULNESS
The module is helpful in understanding the topic. 5 4 3 2 1
The module efficiently facilitated learning. 5 4 3 2 1
The module is a vital material in learning the topic. 5 4 3 2 1
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