Readings
|Types of Reading |
|Maija MacLeod |
|[pic] |
|In this Page: |
|Overview |
|Intensive Reading |
|Extensive Reading |
|Intensive and Extensive Reading Together |
|Scanning |
|Skimming |
|Scanning and Skimming Together |
|References |
|[pic] |
|Overview: |
|Several types of reading may occur in a language classroom. One way in which these may be categorized ,|
|as suggested by Brown (1989) can be outlined as follows: |
| A. Oral |
| B. Silent |
| I. Intensive
|Maija MacLeod |
|[pic] |
|In this Page: |
|Overview |
|Intensive Reading |
|Extensive Reading |
|Intensive and Extensive Reading Together |
|Scanning |
|Skimming |
|Scanning and Skimming Together |
|References |
|[pic] |
|Overview: |
|Several types of reading may occur in a language classroom. One way in which these may be categorized ,|
|as suggested by Brown (1989) can be outlined as follows: |
| A. Oral |
| B. Silent |
| I. Intensive
References: |as suggested by Brown (1989) can be outlined as follows: | | A |What it is | |Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, | |strategy . | |Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary | |Munby (1979) suggests four categories of questions that may be used in intensive reading. These | |include: |