Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе

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Making up a dialogue based on the text. 
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Description of pictures illustrating the contents of the text. 
Lecture 9 
Teaching reading 
1. Reading as a communicative activity. Extensive and intensive reading. 
2. What is efficient reading? 
3. Teaching efficient reading. The techniques of reading. 
1. Reading as a communicative activity. Extensive and intensive reading. 
There are many definitions of reading given by researchers. This is the 
definition, given by С.К. Фомкина and З.И. Клычникова: 
«Чтение – процесс восприятия и активной переработки информации, 
закодированной по системе того или иного языка». (З.И. Клычникова. 
Психология особенности обучения чтению на иностранном языке. М. 1973) 
The nature of reading comprehension. Reading is a process of recognition, 
interpretation, and perception of written or printed material. Comprehension is the 
understanding of the meaning of the written material and covers the conscious 
strategies that lead to understanding. 
The process of reading deals with language form, while comprehension, the end 
product, deals with language content. 
Reading is a process of communication from the writer to the reader. It involves 
the recognition of letters, words, phrases, and clauses, and in some respects, it can be 
considered a simpler process than comprehension. 
Comprehension, on the other hand, is a process of negotiating understanding 
between the reader and the writer. It is more complex psychological process and 
includes linguistic factors, such as phonological, morphological, syntactic, and 
semantic elements, in addition to cognitive and emotional factors. The reader receives 
information from the author through the words, sentences, paragraphs, and so forth, 
and tries to understand the inner feelings of the writer. 
What abilities and skills are important in developing reading comprehension? 
Researches state six general component skills, and knowledge areas of reading as a 
process. 
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Automatic recognition skills. 
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Vocabulary and structural knowledge. 
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Formal discourse structure knowledge. 
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Content/word background knowledge. 
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Synthesis and evaluation skills/strategies. 
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Meta cognitive knowledge and skills
The type of reading approach we take often depends on what we want to get 
from what we're reading. The types of reading can be placed into two main 
categories: extensive and intensive. Intensive reading is time-consuming needs the 
reader’s attention to detail. It involves close reading that aims at the accuracy of 

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comprehension. Here, the reader has to understand the meaning of each and every 
word. Extensive reading lays more emphasis on fluency and less on accuracy. It 
usually involves reading for pleasure and is more of an out-of-classroom activity. It is 
highly unlikely for readers to take up the extensive reading of text they do not like. 
2. What is efficient EFL reading? 
Efficient reading is based on the psycho-linguistic models of reading proposed 
by Goodman and Smith. According to Goodman, reading is ‘‘a psycholinguistic 
guessing game that involves an interaction between thought and language’’. He says 
that reading processes are cycles of sampling (choosing meaningful units), predicting, 
testing and confirming. According to Smith, two types of information are necessary in 
reading: visual information (which we get from the printed page) and non visual 
information (which includes our understanding of the relevant language, our 
familiarity with the subject matter, our general ability in reading, and our knowledge 
of the word). The more nonvisual information we have when we read, the less visual 
information we need, and vice versa. 
According to Goodman ‘‘Skill in reading actually depends on using the eyes as 
little as possible…, as we become fluent readers we learn to rely more on what we 
already know, on what is behind the eye-balls, and less on the page in front of us’’. 
The psycholinguistic models of reading can be summarized as following 
process: 
- The reader approaches a text with expectation based on his knowledge of the 
subject. 
- He uses only minimal sampling of the text in deriving meaning by relying on 
his knowledge of the language and subject, as well as his background knowledge. 
- On the basis of sampling, he makes predictions as to what message he expects 
to get from the text. 
- As he progresses into the material, he tests his predictions, confirming or 
revising them, and makes still more predictions on the basis of what he was been 
reading. 
- By making use of minimal orthographic, syntactic, and semantic clues in the 
material, he integrally re-created a replica of the textual message. 
- Once such reconstruction has taken place, he will test its accuracy against 
previous information extracted from the text, as well as the store of information in his 
long-term memory relevant to the topic. 
If the reconstruction is in agreement with his previous knowledge, the cycle of 
sampling begins again. If inaccuracy or inconsistency occurs, he will adopt some 
compensatory strategy such as re-reading. 
According to the psycholinguistic model of reading, efficient reading is possible 
because the fluent reader does not read letter by letter nor word by word, but in 
meaningful units. By looking at a sample of the text, he can predict the meaning of a 
larger part based on what he has sampled and on his prior knowledge of this subject 
at hand. He then looks at another part of the text to confirm his prediction. The 
efficient reader is one who guesses correctly with minimal text sampling. 

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An educated native speaker performs all reading-related tasks in his 
environment. These include reading and understanding newspapers and popular 
magazines, personal letters, business correspondence, official documents, stories, 
academic textbooks, scientific and technical reports. The objective of EFL reading 
course is to produce efficient EFL readers who can perform all reading-related tasks 
in their environment. Efficient reading includes flexibility in speed and in 
comprehension. 
Efficient readers generally read at three different speeds, depending on their 
purpose, the difficulty of the material and their background knowledge. 

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