Kelemahan

Guys,, ketemu aku lagi nihh,, pasti nunggu postingan selanjutnya ya..

Ok sekarang kita akan membahas sisi kelemahan dari reading skill. Yach, mungkin kalian akan ngrasain itu tapi ada sisi positifnya juga lho,, dengan kalian tahu tentang sisi kelemahan itu kalian bisa mencegahnya agar kalian bisa teruus dapet pengalaman atau pengetahuan baru,, heehee kelamaan ya basa basinya ok langsung kita lihat sisi kelemahan dari reading skill.. Selamat menikmati (-@^_^@-)

Reading Is Boring

       

Many people tend to read because they need it for work or study purposes and therefore do not associate it with relaxation or enjoyment.

This sentiment generally begins in high school, when difficult literary classics such Shakespeare are mandatory.

        In the past, reading was one of the few ways to pass the time, but that was before the advent of technologies beginning with the radio, then television and now computers, the Internet and gaming consoles — in other words, people have many other options for spending time nowadays. With leisure time a precious commodity in this hectic day and age, many people prefer to spend this time doing something that actually interests, relaxes or excites them, ranging from more active pursuits such as playing sports and socializing to more passive activities such as watching movies or video games.

Reading Is A Time Waster

 
        With the availability to audio books and the adaptation of many books into television series and movies, many people would prefer not taking the extra days and hours to sit down and actually read a book. For many people who do manage to take time to read during their busy daily routine, reading is usually just a means to help pass the time while commuting, having a meal or even sitting on the toilet.

ToThe Klick,, Guys 

Source : http://www.ehow.com/info_8389212_advantages-disadvantages-reading.html

( keuntungan )

Ini nich,, keuntungan dari Reading skill hahay, kalau begitu, ayooo pelajari reading yach,, asyeek banget (^_^), tapi hanya ada beberapa lainnya tunggu besok yach,  see you Guys.

Reading Is Good Exercise For The Brain

        unlike watching television, reading activates parts of the brain that would otherwise remain dormant. Stimulating the brain through reading helps keep it strong and active, thereby reducing the risk of developing conditions such as Alzheimer's disease while improving concentration and memory.

Reading is also a valuable learning tool that helps expand knowledge, skills and vocabulary, which in turn give readers more confidence to deal with a variety of situations and discuss a wider variety of topics.

Reading Is Relaxing

Reading provides a peaceful escape at any time of day from digital gadgets and the constant bombardment of information that comes from living in the digital age. As well as providing an avenue for relaxation, reading provides an ideal way to unwind at the end of a hectic day. People who read before bed develop a sleep association, their body identifying reading with falling asleep, which helps them fall asleep more easily and sleep more soundly.

Pre-Reading

Pre-reading is a reading strategy that is implemented before the reader reads the book or essay. In this strategy, according to the literature department at Carson-Newman College, tasks involve seeing who the author is, knowing the length of the work, analyzing the title and reading the back book synopsis and book review praises if there are any. One of the most important pre-reading tips, however, is reading the first few paragraphs on the first and last page. According to the Special Connections program at the University of Kansas, pre-reading helps a student gain insight on what the book will be about and what questions it will answer. However, the College of Education at the University of Iowa makes the point that many topics or ideas a student might pre-read may not be understandable or they may be ambiguous. Hence, a teacher may have to spend time explaining what the author's intentions are for the book.

Guys,,, dibawah ini sudah ada alamat webnya, jika kalian bingung langsung aja klik ituu, right? hehe 0(n_n)0

( Keuntungan )

Interpretive Reading

The literature department at Carson-Newman College also highlights the idea of interpretive reading. With this type of reading, the student must read every single word carefully and slowly. All words that are not understood should be underlined and looked up in a dictionary. Any statement that is hard to understand must be bracketed and deconstructed so the student can know what the author meant. At the end of each paragraph, section and chapter, a student should paraphrase or summarize what was stated. Interpretative reading, arguably, helps the student analyze and dissect every aspect of the book or passage, possibly helping the student understand the book's purpose. However, this strategy can be time-consuming, especially under a curriculum schedule. Endeavors to do interpretive reading may work for students with high reading skills. For students who have difficulty reading, they may be constantly held back from trying to interpret the book as they go along.

Critical Reading

Another type of reading surveyed at the literature department at Carson-Newman College is critical reading. Critical reading is a form of reading in which the reader consistently asks questions to the text. Every sentence or paragraph is analyzed and the reader, most often by writing on the sides, asks questions or writes the answers the text has answered to the reader. This analysis prompts students to be engaged with the text and often helps students better express or understand what the author meant. However, the School of Information at the University of Texas points out that critical reading often is an exercise of interpretation. Therefore, in group discussion or the learning environment, knowledge of facts or information in the text are left open to the reader's interpretation. For some, this process is a positive learning aspect, but for others, it might leave books, both fiction and nonfiction, too open to interpretation all the time.

Synoptic Reading

Kevin Hughes, the chair of the College of the Humanities at Villanova University describes synoptic reading as closely resembling textbook reading. In this approach, the student first reads the table of contents and the index of a book. This procedure allows the reader to know the book's general structure and any subject the book discusses. After the reader reads these aspects of a book, the reader decides what is important to know. Like critical reading, it may be left up to the reader to determine what is important in a book. With synoptic reading, the reader learns what the book is about and decides what is most important to take away from the book. Synoptic reading also involves delving deeper into the book. For example, if there are any citations, read the citation piece itself. The literature department at Carson-Newman recommends students read whole books that are similar to the book the reader is reading. That way, the reader can compare and contrast information, style or writing. The problem with this approach is that the reader may not be experienced enough to extract the most important information in a book.

To The Klick,, Guys 

To The Klick,, Guys 

source :

http://www.ehow.com/info_8497843_advantages-disadvantages-types-reading.html

http://www.ehow.com/info_8389212_advantages-disadvantages-reading.html 

( Strategy )

Ini juga strategi -strategi yang juga bisa meningkatkan reading skill kalian, .. 0(n_n)0

Strategies for Developing Reading Skills

Using Reading Strategies

Language instructors are often frustrated by the fact that students do not automatically transfer the strategies they use when reading in their native language to reading in a language they are learning. Instead, they seem to think reading means starting at the beginning and going word by word, stopping to look up every unknown vocabulary item, until they reach the end. When they do this, students are relying exclusively on their linguistic knowledge, a bottom-up strategy. One of the most important functions of the language instructor, then, is to help students move past this idea and use top-down strategies as they do in their native language.

Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation.

Strategies that can help students read more quickly and effectively include

• Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection
• Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content
• Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions
• Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up
• Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text

Instructors can help students learn when and how to use reading strategies in several ways.

• By modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. This shows students how the strategies work and how much they can know about a text before they begin to read word by word.
• By allowing time in class for group and individual previewing and predicting activities as preparation for in-class or out-of-class reading. Allocating class time to these activities indicates their importance and value.
• By using cloze (fill in the blank) exercises to review vocabulary items. This helps students learn to guess meaning from context.
• By encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies.

When language learners use reading strategies, they find that they can control the reading experience, and they gain confidence in their ability to read the language.

Reading to Learn

Reading is an essential part of language instruction at every level because it supports learning in multiple ways.

• Reading to learn the language: Reading material is language input. By giving students a variety of materials to read, instructors provide multiple opportunities for students to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts. Students thus gain a more complete picture of the ways in which the elements of the language work together to convey meaning.
• Reading for content information: Students' purpose for reading in their native language is often to obtain information about a subject they are studying, and this purpose can be useful in the language learning classroom as well. Reading for content information in the language classroom gives students both authentic reading material and an authentic purpose for reading.
• Reading for cultural knowledge and awareness: Reading everyday materials that are designed for native speakers can give students insight into the lifestyles and worldviews of the people whose language they are studying. When students have access to newspapers, magazines, and Web sites, they are exposed to culture in all its variety, and monolithic cultural stereotypes begin to break down.

When reading to learn, students need to follow four basic steps:

1. Figure out the purpose for reading. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate reading strategies.
2. Attend to the parts of the text that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory.
3. Select strategies that are appropriate to the reading task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top-down and bottom-up skills simultaneously to construct meaning.
4. Check comprehension while reading and when the reading task is completed. Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate strategies.

 to the klick, guys 

source :

http://www.nclrc.org/essentials/reading/stratread.htm