© Swanshurst School

Supporting reading for information

© Swanshurst School

Supporting reading for information

• Useful support to address these demands might include:

• Creating a context, which activates and builds relevant knowledge, prior toreading. This might include such activities as brainstorming, groupdiscussion, the use of display which features supporting pictures, diagramsand exemplification, and summarising the main ideas in the text before it isread.

• A glossary or some explanation of subject-specific vocabulary.

• An opportunity to work collaboratively on the meaning of the text.

• The teacher sharing the reading with a whole class demonstrating how toaccess the text, cope with difficulties and integrate it.

• Opportunities to read and have heard such texts before.

© Swanshurst School

Ways of reading

• Continuous reading • Close reading • Skimming • Scanning

• Skimming involves glancing quickly through a passage to get the gist of it –eg looking through a newspaper to see what is worth reading or glancing atsub-headings in a book.

• Scanning involves searching for a particular piece of information – eg looking upa phone number.