2008년 5월 22일 목요일
The Stanovich Model
Keith Stanovich’s ‘Interactive-Compensatory Model’ of the reading process(1984) is now more widely accepted among reading researchers than Goodman’s model. Stanovich points out that reading involves a number of interactions withthe text. One of the most important of these is the reader’s allocation of‘processing capacity’ to the text. Fluent readers need less processing capacity for word recognition, freeing more capacity for comprehension. If there are problems with word recognition, more resources are allocated to that part of the reading process, at the expense of some of the capacity for comprehension.
2008년 5월 21일 수요일
::::Burning Question:::
Do we have advantages as adult language learners
compared with children?
Mostly, people believe that children have more benefits in learning English than adults have. However, adults do have some advantages, too.
First, they already know one language (and sometimes more than one) quite well, so they have practiced with the linguistic capacities that speed language acquisition. Second, when it comes to reading texts, adult learners are aware of using reading strategies and skills while children are not.
Therefore, we should not be surprised at the fact that adult learners achieve basic proficiency in learning English more rapidly than children.
2008년 5월 20일 화요일
Journal 7
How does your individual web project help your students extensive readindg? How can you use your collection for real teaching?
Through my web reading resources, I believe that students can get background information for the chapters. Students can understand the contents of the text book better while they actually learn about the chapters and they can get the idea of other stuff related to the topic of chapter for their schemata.
For using this material in their extensive reading, students can visit the web sites that I linked according to the topic of the lessons. For example, when students click the Test for geograghy knowledge of Geography section in marginal area, students can be tested for their geography knowledgy. They also can learn not only for the part from the text book, but also for their extensive knowledgy about geography.
This kind of supplemental stuff is going to be helpful for students to access extensive L2 reading materials. Extensive reading shows how reading large quantities of books and other materials can provide students with essential practice in learning to read and help them develop a positive attitude towards reading, which is sometimes missed in second language classes.
Through my web reading resources, I believe that students can get background information for the chapters. Students can understand the contents of the text book better while they actually learn about the chapters and they can get the idea of other stuff related to the topic of chapter for their schemata.
For using this material in their extensive reading, students can visit the web sites that I linked according to the topic of the lessons. For example, when students click the Test for geograghy knowledge of Geography section in marginal area, students can be tested for their geography knowledgy. They also can learn not only for the part from the text book, but also for their extensive knowledgy about geography.
This kind of supplemental stuff is going to be helpful for students to access extensive L2 reading materials. Extensive reading shows how reading large quantities of books and other materials can provide students with essential practice in learning to read and help them develop a positive attitude towards reading, which is sometimes missed in second language classes.
2008년 5월 19일 월요일
What Is Extensive Reading? (during the class)
intensive<>extensive
1.We cannot actually read texts intensively cause we need deal with alot of information.
2. many esl learners are getting bored studying english. they never enjoy reading english and lost their interests.
3. many school developed extensive reading programs recently
4. The more reading directly means the better writing
5. It helps increasing knowledge of vocabruary
6. We'd better get accustomed to extensive reading(gathering information) for career
*SALC is one of the key notion of extensive reading.
1.We cannot actually read texts intensively cause we need deal with alot of information.
2. many esl learners are getting bored studying english. they never enjoy reading english and lost their interests.
3. many school developed extensive reading programs recently
4. The more reading directly means the better writing
5. It helps increasing knowledge of vocabruary
6. We'd better get accustomed to extensive reading(gathering information) for career
*SALC is one of the key notion of extensive reading.
2008년 5월 18일 일요일
Essay Info
:::Narrowing Down The Topic:::
In narrowing down your topic, you should consider the following ideas:
1. Identify and define the main elements of the topic that you have chosen and look at the different ways that they can be applied to the primary material of your essay.
2. Pay attention to the length that the professor has assigned for the essay. The length can dictate the amount of information that you will be able to fit into your paper. The length will also dictate the number of body parts that you will be able to use to support your thesis. As a general rule, the shorter the essay, the more limited and precise the topic will be. The longer the essay, the more space you will have to explore your topic and its implications and complexity.
3. In narrowing down your topic, pay attention to the specific aspects of the topic that are addressed within the primary text(s) for your essay and within class discussion. This will give you an indication of the specific ways that you can write about your source material. Professors are usually looking for a specific topic that addresses one of the central ideas of the material that you are studying. Choose the specific aspect that you feel runs through as much of the text as possible. This will afford you a topic that can be developed through the course of the primary source(s) to present your reading audience with a clearer view of the text or the ideas that dominate the material.
4. If you have any doubts about how you can find a specific aspect to address within the assigned topics, or if you are unsure as to which aspect you should focus on, do not hesitate to contact your professor for guidance. Often, this can save you a great deal of wasted effort and can help to focus your attention on a specific avenue for researching your topic.
What Would I Like To Read?
Why Americans, As Well as Koreans,
Should Be Worried About Mad Cow Tainted USA Beef
By Terry S. Singeltary Sr.
May 15, 2008
Web Note: This is an important commentary by Terry S. Singeltary Sr., on a recent Business Week story on the controversy in South Korea over their government's lifting on the ban on conventional (non-organic) beef, despite the fact that the USDA is still allowing slaughterhouse waste and blood and manure to be fed to cows, and refusing to test all cows at slaughter. See the Mad Cow section of the OCA website for in-depth information. Terry is a regular blogger on the OCA website on Mad Cow issues.
One Korean official says the probability of a human being catching a mad cow disease by eating U.S. beef is like the one of a golf player scoring a hole-in-one and then being killed by lightning.
this is typical BSE(Bovine Spongiform Encephalopathy). you here industry groups comment 'your more likely to get hit by a car than die from CJD'. well, maybe so, but my mother and many more did not die from getting hit by a car, they died from CJD, my mothers being the hvCJD (confirmed), and my neighbors mother died from CJD (confirmed). the UKBSEnvCJD _only_ theory is incorrect. there are more strains of mad cow than the UK BSE in beef to nvCJD in humans in the UK. The deception by the USDA, FDA, and the Bush administration about mad cow disease, CJD, and all Transmissible Spongiform Encephalopathy over the past 8 years have been outrageous, to a point of being criminal. I am vested in nothing, but the truth.
"South Korea may demand revision of US beef import pact"
"The agreement, struck last month, has been widely criticized as making too"
"many concessions to the United States"
THE PEOPLE of Korea _should_ be mad about the importing of USA beef into their Country. can you believe these regulations? even IF a BSE case(s) are documented in the USA, the people of Korea still cannot suspend the importing of U.S. beef, NO matter how many more mad cows the USA finds, until a thorough epidemiological investigation is finished. please remember, it took over a year and literally an act of congress to confirm the atypical mad cow in Texas before they finally finish that epidemiological investigation, and even after all that, the Koreans still cannot ban USA beef, until the OIE recognizes an adverse change in the classification of the U.S. BSE status. Considering the USDA and the OIE collaborated to seal the deal of the BSE MRR policy (the legal trading of all strains of TSE globally, just for commodities and futures sake, human health was not even considered), I doubt the OIE would ever change the BSE status for the USA, no matter how many more mad cows are found. It's all about money folks.
WE are talking years now, before the Koreans could ever suspend USA beef due to a BSE case(s) ever being documented in the USA, due to these stupid regulations. This is nothing more than FORCE FEEDING KOREA USDA MAD COW BEEF, i.e. all for a dollar, to hell with human health on a disease with an incubation period of years if not a decade or more.
Please remember, the last two mad cows documented in the USA i.e. Alabama and Texas, both were of the 'atypical' BSE strain, and immediately after that, the USDA shut down the testing from 470,000 to 40,000 in the U.S. in 2007 out of about 35 million cattle slaughtered. also, science is showing that some of these atypical cases are more virulent to humans than the typical UK BSE strain ;
***Atypical forms of BSE have emerged which, although rare, appear to be more virulent than the classical BSE that causes vCJD.***
Progress Report from the National Prion Disease Pathology Surveillance Center
An Update from Stephen M. Sergay, MB, BCh & Pierluigi Gambetti, MD
April 3, 2008
http://www.aan.com/news/?event=read&article_id=4397&page=...
IF BSE is not in the USA (just not documented for many different reasons), and only atypical BSE is in the USA (plus CWD, plus, many strains of Scrapie, and Now the Nor-98 documented in 5 different states, plus TME, then why would human mad cow in the USA look like the UK nvCJD from UK BSE cows ? it was shown long ago in studies at Mission Texas that experimental transmission of USA Scrapie to USA Bovine, DID NOT LOOK LIKE UK BSE. so again, in short, why would human mad cow in the USA look like human mad cow in the UK i.e. the (nvCJD). however, I believe that BSE has been in the USA untested and undocumented for years. why on earth then does the USDA refuse to allow creekstone or anyone else test their product? simple, if you don't look/test, you don't find.
ONE only has to read how the USDA et al have legally blocked, blundered, botched, mismanaged, bungled, floundered, and flat out manipulated, the testing in the infamous June 2004 enhanced cover-up program for mad cow surveillance and testing. I mean, I am not really to hip on THE INDUSTRY, testing for mad cow disease, and what that program might consist of, but anything is better than nothing at all. ...
Tuesday, May 13, 2008
Concerned Americans against Mad Cow Disease STATEMENT OF SOLIDARITY with Koreans May 13, 2008
Should Be Worried About Mad Cow Tainted USA Beef
By Terry S. Singeltary Sr.
May 15, 2008
Web Note: This is an important commentary by Terry S. Singeltary Sr., on a recent Business Week story on the controversy in South Korea over their government's lifting on the ban on conventional (non-organic) beef, despite the fact that the USDA is still allowing slaughterhouse waste and blood and manure to be fed to cows, and refusing to test all cows at slaughter. See the Mad Cow section of the OCA website for in-depth information. Terry is a regular blogger on the OCA website on Mad Cow issues.
One Korean official says the probability of a human being catching a mad cow disease by eating U.S. beef is like the one of a golf player scoring a hole-in-one and then being killed by lightning.
this is typical BSE(Bovine Spongiform Encephalopathy). you here industry groups comment 'your more likely to get hit by a car than die from CJD'. well, maybe so, but my mother and many more did not die from getting hit by a car, they died from CJD, my mothers being the hvCJD (confirmed), and my neighbors mother died from CJD (confirmed). the UKBSEnvCJD _only_ theory is incorrect. there are more strains of mad cow than the UK BSE in beef to nvCJD in humans in the UK. The deception by the USDA, FDA, and the Bush administration about mad cow disease, CJD, and all Transmissible Spongiform Encephalopathy over the past 8 years have been outrageous, to a point of being criminal. I am vested in nothing, but the truth.
"South Korea may demand revision of US beef import pact"
"The agreement, struck last month, has been widely criticized as making too"
"many concessions to the United States"
THE PEOPLE of Korea _should_ be mad about the importing of USA beef into their Country. can you believe these regulations? even IF a BSE case(s) are documented in the USA, the people of Korea still cannot suspend the importing of U.S. beef, NO matter how many more mad cows the USA finds, until a thorough epidemiological investigation is finished. please remember, it took over a year and literally an act of congress to confirm the atypical mad cow in Texas before they finally finish that epidemiological investigation, and even after all that, the Koreans still cannot ban USA beef, until the OIE recognizes an adverse change in the classification of the U.S. BSE status. Considering the USDA and the OIE collaborated to seal the deal of the BSE MRR policy (the legal trading of all strains of TSE globally, just for commodities and futures sake, human health was not even considered), I doubt the OIE would ever change the BSE status for the USA, no matter how many more mad cows are found. It's all about money folks.
WE are talking years now, before the Koreans could ever suspend USA beef due to a BSE case(s) ever being documented in the USA, due to these stupid regulations. This is nothing more than FORCE FEEDING KOREA USDA MAD COW BEEF, i.e. all for a dollar, to hell with human health on a disease with an incubation period of years if not a decade or more.
Please remember, the last two mad cows documented in the USA i.e. Alabama and Texas, both were of the 'atypical' BSE strain, and immediately after that, the USDA shut down the testing from 470,000 to 40,000 in the U.S. in 2007 out of about 35 million cattle slaughtered. also, science is showing that some of these atypical cases are more virulent to humans than the typical UK BSE strain ;
***Atypical forms of BSE have emerged which, although rare, appear to be more virulent than the classical BSE that causes vCJD.***
Progress Report from the National Prion Disease Pathology Surveillance Center
An Update from Stephen M. Sergay, MB, BCh & Pierluigi Gambetti, MD
April 3, 2008
http://www.aan.com/news/?event=read&article_id=4397&page=...
IF BSE is not in the USA (just not documented for many different reasons), and only atypical BSE is in the USA (plus CWD, plus, many strains of Scrapie, and Now the Nor-98 documented in 5 different states, plus TME, then why would human mad cow in the USA look like the UK nvCJD from UK BSE cows ? it was shown long ago in studies at Mission Texas that experimental transmission of USA Scrapie to USA Bovine, DID NOT LOOK LIKE UK BSE. so again, in short, why would human mad cow in the USA look like human mad cow in the UK i.e. the (nvCJD). however, I believe that BSE has been in the USA untested and undocumented for years. why on earth then does the USDA refuse to allow creekstone or anyone else test their product? simple, if you don't look/test, you don't find.
ONE only has to read how the USDA et al have legally blocked, blundered, botched, mismanaged, bungled, floundered, and flat out manipulated, the testing in the infamous June 2004 enhanced cover-up program for mad cow surveillance and testing. I mean, I am not really to hip on THE INDUSTRY, testing for mad cow disease, and what that program might consist of, but anything is better than nothing at all. ...
Tuesday, May 13, 2008
Concerned Americans against Mad Cow Disease STATEMENT OF SOLIDARITY with Koreans May 13, 2008
journal 6
Option 1: Does a schema activate your reading process? Talk about your case episode how schema helps your reading or no schema retards your reading.
Option 2: Search for teaching techniques (ex. activities) to provide students with background knowledge for better reading and introduce one.
Option 1
When I read some materials such as newspapers, magazines, text books, my schema starts activating my existing -relevant prior knowledge. Actually, I am that kind of reader who totally relies on their schema during the reading process. Once I realize I have background knowledge about the topic of the text that I'm about to read, I feel kind of relieved and I'm really eager to read the text until the end. For example, I can easily read fashion magazines and the articles about movies. It could be assumed that I have enough schemas(vocabulary of fashion and movie-related words) to understand those texts. However, if I found the context difficult, which means I have little background knowledge related to the topic, I would get scared and might be afraid to read the rest of the text. It usually happens to me when I read about something relevant to a science or politics.
Therefore, given all my experiences and lots of researches about reading, a schema which individuals have definitely affects one's reading process.
Option 2
::: Activity:::
YES/NO . . . WHY?
CHARTING STRATEGIES FOR ACTIVATING BACKGROUND KNOWLEDGE
WHO
This activity can be designed to provide young or poor readers with the prerequisite background knowledge for interpreting a passage as well as a way offraming their thinking for future reading. These strategies can also be usedwith nonreaders by having the text read aloud and the nonreaders respond orally.
WHAT
Any appropriate narrative or expository text.
DIRECTION
To introduce this activity, explain ‘yes’ and ‘no’ statementsand give sample reasons for each. (A ‘yes’ statement reflects an idea in theparagraph/passage that a reader knows about, appreciates, or understands. A‘no’ statement reflects an idea in a paragraph/passage that a reader dislikes,disputes, or does not comprehend.)
Begin reading the text, demonstrating the use of ‘yes’ and ‘no’ statements along with reasons why for each statement. Continue reading, inviting readers to join in. After you have a sense that they understand the procedure, ask the readers to complete the text independently, filling in the ‘Yes/No . . . Why?’ charts as they read. Once all readers have had the opportunity to finish reading, share the completed charts. Examine the similarities and differences between reader’s charts and discuss how individual’s background knowledge makes a difference in how a reader understands/interprets printed text.
Option 2: Search for teaching techniques (ex. activities) to provide students with background knowledge for better reading and introduce one.
Option 1
When I read some materials such as newspapers, magazines, text books, my schema starts activating my existing -relevant prior knowledge. Actually, I am that kind of reader who totally relies on their schema during the reading process. Once I realize I have background knowledge about the topic of the text that I'm about to read, I feel kind of relieved and I'm really eager to read the text until the end. For example, I can easily read fashion magazines and the articles about movies. It could be assumed that I have enough schemas(vocabulary of fashion and movie-related words) to understand those texts. However, if I found the context difficult, which means I have little background knowledge related to the topic, I would get scared and might be afraid to read the rest of the text. It usually happens to me when I read about something relevant to a science or politics.
Therefore, given all my experiences and lots of researches about reading, a schema which individuals have definitely affects one's reading process.
Option 2
::: Activity:::
YES/NO . . . WHY?
CHARTING STRATEGIES FOR ACTIVATING BACKGROUND KNOWLEDGE
WHO
This activity can be designed to provide young or poor readers with the prerequisite background knowledge for interpreting a passage as well as a way offraming their thinking for future reading. These strategies can also be usedwith nonreaders by having the text read aloud and the nonreaders respond orally.
WHAT
Any appropriate narrative or expository text.
DIRECTION
To introduce this activity, explain ‘yes’ and ‘no’ statementsand give sample reasons for each. (A ‘yes’ statement reflects an idea in theparagraph/passage that a reader knows about, appreciates, or understands. A‘no’ statement reflects an idea in a paragraph/passage that a reader dislikes,disputes, or does not comprehend.)
Begin reading the text, demonstrating the use of ‘yes’ and ‘no’ statements along with reasons why for each statement. Continue reading, inviting readers to join in. After you have a sense that they understand the procedure, ask the readers to complete the text independently, filling in the ‘Yes/No . . . Why?’ charts as they read. Once all readers have had the opportunity to finish reading, share the completed charts. Examine the similarities and differences between reader’s charts and discuss how individual’s background knowledge makes a difference in how a reader understands/interprets printed text.
2008년 5월 16일 금요일
METACOGNITION
Another important concept related to the development of fluent reading is that of metacognition or metacognitive awareness. Simply stated metacognition is knowing about knowing, thinking about thinking.
Metacognition is knowing "what we know" and "what we don't know." Just as an executive's job is management of an organization, a thinker's job is management of thinking, a learner's job is management of learning. The basic metacognitive strategies are:
Connecting new information to former knowledge.
Selecting thinking strategies deliberately.
Planning, monitoring, and evaluating thinking processes.
A thinking person is in charge of her behavior. She determines when it is necessary to use metacognitive strategies. She selects strategies to define a problem situation and researches alternative solutions. She tailors this search for information to constraints of time and energy. She monitors, controls and judges her thinking. She evaluates and decides when a problem is solved to a satisfactory degree or when the demands of daily living take a temporary or permanent higher priority. Learning how to learn, developing a repertoire of thinking processes which can be applied to solve problems, is a major goal of education.
Metacognitive activities, of course, vary according to the current cognitive processing task. For example, a student who is engaged in metacognition and critical thinking might be thinking about her thinking while she is thinking in order to improve her thinking. Luckily for us, metacognition as applied to the reading process is a slightly less layered process. Fluent readers might be thinking about their reading (comprehension and processing) while they are reading in order to improve their reading. As students transition from learning to read to reading to learn, reading is no longer an end in itself. Instead, learning specific information and then using that information to perform some task becomes the goal of reading. This type of reading involves a number of complex activities such as understanding and remembering the main idea of the selection, monitoring comprehension and learning, and knowing when and how to use fix-up strategies when there is abreakdown in comprehension.
Metacognition is knowing "what we know" and "what we don't know." Just as an executive's job is management of an organization, a thinker's job is management of thinking, a learner's job is management of learning. The basic metacognitive strategies are:
Connecting new information to former knowledge.
Selecting thinking strategies deliberately.
Planning, monitoring, and evaluating thinking processes.
A thinking person is in charge of her behavior. She determines when it is necessary to use metacognitive strategies. She selects strategies to define a problem situation and researches alternative solutions. She tailors this search for information to constraints of time and energy. She monitors, controls and judges her thinking. She evaluates and decides when a problem is solved to a satisfactory degree or when the demands of daily living take a temporary or permanent higher priority. Learning how to learn, developing a repertoire of thinking processes which can be applied to solve problems, is a major goal of education.
Metacognitive activities, of course, vary according to the current cognitive processing task. For example, a student who is engaged in metacognition and critical thinking might be thinking about her thinking while she is thinking in order to improve her thinking. Luckily for us, metacognition as applied to the reading process is a slightly less layered process. Fluent readers might be thinking about their reading (comprehension and processing) while they are reading in order to improve their reading. As students transition from learning to read to reading to learn, reading is no longer an end in itself. Instead, learning specific information and then using that information to perform some task becomes the goal of reading. This type of reading involves a number of complex activities such as understanding and remembering the main idea of the selection, monitoring comprehension and learning, and knowing when and how to use fix-up strategies when there is abreakdown in comprehension.
Journal 5
Click the first hyperlink below "Reading Strategy Checklist." Think back your L2 reading habit and mark the strategies you usually use. Write about your reading strategy patterns. Is your reading strategic? how much? why or why not?
*I make mental pictures*
*I identify confusing parts and reread them*
*I use pecctures, graphs, and charts to understand confusing parts*
*I identify unfamiliar words and use context clues figure out their meanings*
When reading the text in class, I mostly underlined key passages or starred important parts in all of the text. I find that doing this allows me to continue reading without having to stop and take notes. Being able to mark on the text makes it easier for me to go back through and find what I thought was important. If I did have to take notes later, I could just write down some of what I underlined. I thought in class that having the think marks was distracting because if I were using it as a during reading strategy, I were constantly trying to read, figure out what the question was about, then writing what I found, then reading some more, and it ended up getting too confusing. I also think that trying to take notes while reading can end up making it harder to understand what was just read. Therefore, by underlining or using the Coding Text method, the reader is able to mark the most important things yet still be able to keep reading straight through the text.
I believe that the most difficult during reading strategies for science text would be the think marks or summarizing. The think marks strategy can be difficult and confusing if used as a during reading strategy. It takes away from the focus needed to read some science texts straight through. Since science text is usually chockfull of information, summarizing can be difficult. If a paragraph contains 4 definitions with good examples, a student is going to want to use all of them in their summary. The summary may end up being just as long as the paragraph even if it is written in their own words. I think that if they were able to use the coding text strategy they would be able to see (after they have read all the way through) where they need to pay attention to as far as what they thought was most important or the most difficult.
I've chosen
*I skim, looking at and thinking about illustrations, photos, graghs, and charts.
*read headings and captions*
*I read the back cover and /or print on the inside if the jacket*
I guess before-reading strategies are mostly for activating background knowledgy. When I first laid my eyes on the book to read, I read headings or captions on the cover(front and back) and I always read the preface before starting the reading. It truly helps me to understand whole point of view of the book and what the authors try to say through their writings.
*I make mental pictures*
*I identify confusing parts and reread them*
*I use pecctures, graphs, and charts to understand confusing parts*
*I identify unfamiliar words and use context clues figure out their meanings*
When reading the text in class, I mostly underlined key passages or starred important parts in all of the text. I find that doing this allows me to continue reading without having to stop and take notes. Being able to mark on the text makes it easier for me to go back through and find what I thought was important. If I did have to take notes later, I could just write down some of what I underlined. I thought in class that having the think marks was distracting because if I were using it as a during reading strategy, I were constantly trying to read, figure out what the question was about, then writing what I found, then reading some more, and it ended up getting too confusing. I also think that trying to take notes while reading can end up making it harder to understand what was just read. Therefore, by underlining or using the Coding Text method, the reader is able to mark the most important things yet still be able to keep reading straight through the text.
I believe that the most difficult during reading strategies for science text would be the think marks or summarizing. The think marks strategy can be difficult and confusing if used as a during reading strategy. It takes away from the focus needed to read some science texts straight through. Since science text is usually chockfull of information, summarizing can be difficult. If a paragraph contains 4 definitions with good examples, a student is going to want to use all of them in their summary. The summary may end up being just as long as the paragraph even if it is written in their own words. I think that if they were able to use the coding text strategy they would be able to see (after they have read all the way through) where they need to pay attention to as far as what they thought was most important or the most difficult.
I've chosen
*I think about the characters, settings, events, or new information*
*I skim to find details*
*I reread parts I enjoy*
To tell the truth, I 've never really considered about what I'm doing and what i'm supposed to do after reading. Especially, when it comes to read a text book or something that I read for studying, I just get relieved about the fact that I finished and I usually never look back. When I read novels or fiction in particular, however, I think about main characters, events, settings and so forth after reading. If I don't remember specific part such as the characters' names and the places that certain events were happened in the book, I skim to find these details. Frankly speaking, I don't reread the parts that I enjoy, but I thought about it. For example, if I were this guy, what would I do in this situation? something like this.
:::IS MY READING STRATEGIC??:::
Give the facts that I wrote above, I can't say that I'm a strategic reader. Considering my reading style, I am so focused on decoding and reading the text that I cannot go further to
understand the whole picture of what I read. I guess the reason why I'm having this problem is the lack of my post-reading strategies. There are other matters too, for sure. For example, I tend to read so fast that I have difficulty recalling what I had read. When I try to remember some parts of the text, I hardly tell chunks of it. Secondly, I also have problem with skimming while I read the text. It seems that I skim more parts of the book which is science text or some articles that requires specific prior knowledge for better understanding.
Needless to say, the things that I mentioned concern me. As I test L2 reading habits, it is kind of upsetting to see how I'm going through the motions of reading and identifyng confusing parts, and yet lacking a deep involvement with books and strategies to help me cope with parts of books that seem difficult.
However, it was a good chance to realize which part do I need to improve more in L2 reading. Additional strategies such as Rereading and Retelling the stories that I can use during and after reading will help my reading process more meaningful. These strategies would encourage my reflection, offer ways to deal with confusing passages in texts, and continue to myself to characters' lives and new information.
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