READING WORKSHOPS: SECTION III
READING INFORMATIONAL MATERIAL Overview
of Reading Informational Material
The reading task differs depending upon the nature
of the material and the reader's purpose for reading. For example, the
cognitive demands on readers are different depending upon whether they
are reading to find the "start time" for the last showing of
a movie or whether they are reading a critical review of the movie.
Similarly, reading an informational book places different demands on
the reader than reading a novel. The purposes for reading are
different. In one case, the goal is to read for enjoyment, and in the
other, to seek information. The process of constructing meaning and
remembering is facilitated, however, by the application of many of the
same reading strategies introduced so far. Regardless of text type,
it is important for readers to Begin by thinking about the topic,
asking questions and making predictions regarding what the text will
be about. During reading, it is important to monitor comprehension and
compare how the new information is the same as, or discrepant from
what readers already know. After reading, it is beneficial to build
connections with old knowledge, and extend and clarify ideas both
through discussion and by exploring them in writing through compiling
structured overviews, charting information, and creating graphic
organizers and summaries.
NOTE: The following lessons provide a model
for teaching participants how to read informational material.
Selections from the book Canada Votes have been used to
illustrate the procedures. Any factual material may be substituted.
General Objectives:
- to make participants aware of the differences between reading
narrative and reading informational text.
- to help participants learn how to obtain and remember information
from the reading of factual material.
- to apply reading strategies used in facilitating the
comprehension of narrative text to the reading of factual material.
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