According to Palmer (1964), “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information.
Jacobs et al (1999) defined extensive reading as involving “the independent reading of a large quantity of material for information or pleasure. The prime focus of extensive reading is on the meaning of what is being read rather than on the language.”
According to Carrel and Carson (1997, pp. 49-50), “extensive reading…generally involves rapid reading of large quantities of material or longer readings (e.g., whole books) for general understanding, with the focus generally on the meaning of what is being read than on the language.”
---Intensive Reading---
Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
According to Carrel and Carson (1997) and Nuttal (1996), in intensive reading, students normally work with short texts with close guidance from the teacher. The aim of intensive reading is to help students get detailed meaning from the text, to develop reading skills, such as identifying main ideas and recognizing text connectors and to enhance vocabulary and grammar knowledge.
According to Day and Bamford’s (1997, para.2) intensive reading often refers to the careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding. intensive reading is also associated with the teaching of reading in terms of its component skills. Texts are studied intensively in order to introduce and practice reading skills such as distinguishing the main idea of a text from the detail, finding pronoun referents, or guessing the meaning of unknown words.
*According to the experts, “extensive reading” defined as reading rapidly of a large quantity of material for pleasure and information. The focus of extensive reading is on the meaning of what is being read than on the language. While, “intensive reading” refers to the careful reading of short texts. Texts are studied intensively to get detailed meaning from the text, to develop reading skills, to identifying main ideas and to enhance vocabulary and grammar knowledge.
The difference between Extensive Reading and Intensive Reading. By: A Barfield Reading has traditionally been divided into two types: intensive and extensive Intensive Reading is may be described as the practice of particular reading skills and the close linguistic study of text. Extensive Reading is on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritised.
Although this twin categorization of reading into two basic types can be found in many teacher resource books for the teaching of English as a foreign language (Grellet:1981, Nuttall:1982, for example), it is not the whole story, as the student's learning history clearly pointed out. We need to extend the categorization. We can do this by adding, first, oral reading (Day:1993), or reading aloud in class, where considerable focus is put on correct pronunciation of the text - and, second, text translation, where correct translation of the foreign language text into the learners' mother tongue is emphasized in tandem with the study of an array of grammatical, lexical and phonological points. This creates a methodological categorization of reading in a foreign language, they are:
methodological choice in classroom focus
Extensive : students read a lot of text Intensive : students practise particular reading skills
EXTENSIVE READING According to Elley and Mangubhai(1981)Simply, extensive reading is reading a lot. It is also reading for pleasure. Extensive reading should be at a comfortable “easy” level for the student and the main goal is to read. They should not be reaching for a dictionary every sentence or even every paragraph. The goal is to create fluency and enjoyment in the reading process. Finally, extensive reading is something that should take place over a sustained period. Studies which have shown very impressive results are studies which have devoted a serious amount of time to an extensive reading programme.
This last point leads into issues associated with the implementation of extensive reading. Extensive reading is not a quick fix. It is not a band-aid over something unforeseen which crops up in class. Instead, it is something which will reveal its benefits slowly, and in a variety of ways.
INTENSIVE READING Intensive reading is text reading or passage reading. In this reading the learner read the text to get knowledge or analysis. The goal of this reading is to read shorter text. This reading is done to carry out to get specific information. Learner reads book to acquire knowledge is the kind of intensive reading.
Intensive reading will provide a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. It will also provide material for developing greater control of the language in speech and writing.
extensive reading is no different from other learned human abilities such as driving, cooking, playing golf, or riding a bicycle: the more you do it, the more fluent and skilful you become... Julian Bamford (Bunkyo University) Richard R. Day (University of Hawaii)
A guide to the theory of Extensive Reading (and how it can help your students) can be found on the Extensive Reading site. There are also excellent resources at the Extensive Reading Foundation, which awards an annual prize for the best reader published in that year. Rocky Nelson of Busan University, South Korea devised the following course outline for teaching Extensive Reading
Some excellent work on the readability of ELT readers has been done by the SSS ER Study group in Japan. A full database of their findings on individual titles can be found at http://www.seg.co.jp/sss/shohyou/word-count.html.
INTENSIVE READING
Nearly anyone who has taken a foreign language class in North America is familiar with intensive reading. Maybe you have to read a paragraph, or maybe you have to make your way through Le Petit Prince, like I once did. In either case, you’d be reading something with a great deal of vocabulary and/or grammar that is beyond your current reading ability. If your instructor is kind, maybe the vocabulary and grammar that is new to you will be glossed page by page. If not, you’ll be spending more time looking up a dictionary than reading. Assuming vocabulary is supplied for you, the most efficient way to do this kind of reading is to first drill yourself on the new vocabulary for an hour or so, and then read. Diligent students will be able to use the reading to learn 10 or maybe even 20 vocabulary words within a couple of hours. However, even they will probably be reading word by word rather than taking in the language a phrase at a time as they would reading in their native languages.
EXTENSIVE READING :•students and teachers share ideas about good reading materials INTESIVE READING : excellent place to exchange ideas about learning English.
The differences between Extensive and Intensive Reading
The First difference is that Extensive Reading Covers large area,while intensive reading covers narrower area. According to ( Graham Stanley ), Extensive reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. it means that students are given freedom to choose their own topic which they think are interested to be discussed.
The Second difference is about students activity in class. in Extensive Reading the students activity is more complex than in intensive reading.The students , in Extensive reading class, usually are asked to write a summary is not an easy thing to do. it allows learners to assert full control, both of the main factual or fictional content of an article / book, and of the grammar and vocabulary used to express it ( Bell, 1998 ).
In Conclusion, through doing complex activities , Extensive reading can broaden students knowledge more than intensive reading.
The Differences between Intensive Reading and Extensive Reading
INTENSIVE READING
1. According to Palmer (1921) notes, “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
2. According to J. D. MORRIS National’s teacher College Kyambogo, Kampala, Uganda, “Intensive Reading” is essentially reading in depth and is usually done in class, which each pupil having the same text.
1. According to Palmer (1964), “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. According to J. D. MORRIS National’s teacher College Kyambogo, Kampala, Uganda, “extensive reading” as private reading in width at a pace suited to the individual’s ability, taste, and mood.
3. Michel West called extensive reading as “supplementary” reading. The goal of supplementary reading was “the developmental to the point of enjoyment of the ability to read the foreign language” and the methodology involved “taking care of individual differences and encouraging the reading habit”.
NAME:YULIANTI NIM :2009 111 046 THE DIFFERENCES BETWEEN EXTENSIVE READING AND INTENSIVE READING
DEFINITION Bamford and Day (1997) refer to these points when they state that extensive reading is “generally associated with reading large amounts with the aim of getting an overall understanding of the material. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences.” (p 6). The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”. By Kenneth Beare, Extensive reading Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word. Examples of Extensive Reading • The latest marketing strategy book • A novel you read before going to bed • Magazine articles that interest you Intensive reading Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact. Examples of Intensive Reading • A bookkeeping report • An insurance claim • A contract
CONCLUSION From the explanation above, we can conclude that Extensive reading is the type of reading which takes the general information and concerns on meaning while intensive reading is the type of reading which take the specific information and concerns on the difficulties of structures. Sources: www.monografias.com/.../readins.../readins-c esl.about.com/.../englishreadingskills/.../readin.. fis.ucalgary.ca/Brian/611/readingtype.html
Name : Yulianti NIM : 2009 111 046 Lesson : Extensive Reading
THE DIFFERENCES BETWEEN EXTENSIVE READING AND INTENSIVE READING
DEFINITION
Bamford and Day (1997) refer to these points when they state that extensive reading is “generally associated with reading large amounts with the aim of getting an overall understanding of the material. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences.” (p 6). It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”. Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text." The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy. By Kenneth Beare, Extensive reading Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word. Examples of Extensive Reading • The latest marketing strategy book • A novel you read before going to bed • Magazine articles that interest you Intensive reading Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact. Examples of Intensive Reading • A bookkeeping report • An insurance claim • A contract CONCLUSION From the explanation above, we can conclude that Extensive reading is the type of reading which takes the general information and concerns on meaning while intensive reading is the type of reading which take the specific information and concerns on the difficulties of structures. Sources: www.monografias.com/.../readins.../readins-c esl.about.com/.../englishreadingskills/.../readin.. fis.ucalgary.ca/Brian/611/readingtype.html
No Different Extensive Reading Intensive Reading 1. Purpose General understanding and enjoyment Language study 2. Level Easy (graded readers) Difficult (the material is written for native speaker) 3. Amount a lot (a book a week) Not much 4. Speed Fast and fluently Slow 5. Selection Learner selects Teacher selects 6. What Materials All learners read different things All learners study the same materials
Explanation : 1. Purpose: In extensive reading the purpose is to understanding generally what the book tells about, usually, the vocabulary of extensive reading is the easy one or the vocabulary that usually use the readers only a little bite that difficult one. So that, the readers to be enjoyment what they read not to borring. And, they have a fantastic spirit for finishing it and try to read more book like it too. In Intensive reading the purpose is to language study. This reading class only for the learners who want to study the english especially. So that, this is dislike by beginning learners who want to happy for reading not to difficult them. 2. Level : In extensive reading the level is focus on the beginner learners. That learners are divided into easy (graded reading). The materials is written to the beginner learners. In Intensive reading the level is difficult focus on the native speaker. This reading class only for native speakers who have many knowledge about the language. And they know more than the beginners. 3. Amount In extensive reading the amount is a lot. Because the reading is easy the readers can to read many book. Maybe can to read a book a day, or a book a week. In intensive reading the amount is not much. Because the reading is difficult the readers can not to read more. They read slowly for understanding what book about. Maybe they only can to read a book a week or a book a month.
4. Speed In extensive reading the speed of the readers is fast and fluent. This cause is the reading is easy so that, the readers can to read fast because they easy for understanding the reading. In intensive reading the speed is slow. This cause is the readers must to understanding all of the reading. They must to read slowly to easy for understanding.
5. Selection In extensive reading the selection is for learner selects. Because the reading is easy this focus on the learner selects. in intensive reading the selection is for teacher selects. Commonly the teachers have more knowledge to understand the difficult reading.
6. What materials in extensive reading, all learners read different thing because the materials is easy the learners can to read fast and if they finished it they can to move to other different thing. in intensive reading, all learners study the same materials because they read the reading slowly till they understanding, so, they can not to move to other thing. They only focus on the same materials.
Name : SENTRA OKTOBERIA Nim : 2009 111 202 Subject/Smt : Extensive Reading / 6
The difference Between An Extensive Reading And Intensive Reading
Based on References I read on http://wiki.anwers.com/Q/What_is_the_Difference_between_intensive_and_entensive_reading and http://erkoritsumeikan.wordpress.com/2008/10/11/extensive_reading/ explain thats Extensive reading is the one of way reading. In extensive reading usually the students effort to get the essence from the story/problem. Just skip over the parts that they don’t know and to get the general gist of things. It developers at the student’s own pace according to individual ability. It will be selected at a lower level of difficulty than for intensive reading. The purpose of extensive reading is to train the student’s to read directly in the target language for enjoyment without the aid of the teacher.
Intensive reading is about studying minute details and trying to wring absolutely every drop of information out of a section of text. It is related to further progress in language learning under the teacher’s guidance. Student’s will study short stories and extracts from novels, chosen for the standard of difficultly of the language and for the interest they hold for this particular group of students. Intensive reading is generally at a slower speed and requires a higher degree of understanding to develop and refine word study skills, enlarge passive vocabulary, reinforce skills related to sentence structure, increase active vocabulary, distinguish among thesis and fact.
Different between Extensive and Intensive Reading Extensive Reading Task
Different Extensive Reading Intensive Reading 1. Purpose General understanding and enjoyment Language study 2. Level Easy (graded readers) Difficult (the material is written for narative speaker) 3. Amount a lot (a book a week) Not much 4. Speed Fast and fluently Slow 5. Selection Learner selects Teacher selects 6. What Materials All learners read different things All learners study the same materials Explanation : 1. Purpose : - In extensive reading the purpose is to understanding generally what the book tells about, usually, the vocabulary of extensive reading is the easy one or the vocabulary that usually use the readers only a little bite that difficult one. So that, the readers to be enjoyment what they read not to borring. And, they have a fantastic spirit for finishing it and try to read more book like it too. - In Intensive reading the purpose is to language study. This reading class only for the learners who want to study the english especially. So that, this is dislike by beginning learners who want to happy for reading not to difficult them. 2. Level : - In extensive reading the level is focus on the beginner learners. That learners are divided into easy (graded reading). The materials is written to the beginner learners. - In Intensive reading the level is difficult focus on the native speaker. This reading class only for native speakers who have many knowledge about the language. And they know more than the beginners. 3. Amount - In extensive reading the amount is a lot. Because the reading is easy the readers can to read many book. Maybe can to read a book a day, or a book a week. - In intensive reading the amount is not much. Because the reading is difficult the readers can not to read more. They read slowly for understanding what book about. Maybe they only can to read a book a week or a book a month. 4. Speed - In extensive reading the speed of the readers is fast and fluent. This cause is the reading is easy so that, the readers can to read fast because they easy for understanding the reading. - In intensive reading the speed is slow. This cause is the readers must to understanding all of the reading. They must to read slowly to easy for understanding. 5. Selection - In extensive reading the selection is for learner selects. Because the reading is easy this focus on the learner selects. - in intensive reading the selection is for teacher selects. Commonly the teachers have more knowledge to understand the difficult reading. 6. What materials - in extensive reading, all learners read different thing because the materials is easy the learners can to read fast and if they finished it they can to move to other different thing. - in intensive reading, all learners study the same materials because they read the reading slowly till they understanding, so, they can not to move to other thing. They only focus on the same materials.
Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. sources :http://www.teachingenglish.org.uk/knowledge-database/intensive-reading
extensive reading
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. While the mechanism is commonly accepted as true, its importance in language learning is disputed.(Cobb 2007) sources by en.wikipedia.org/wiki/Extensive_reading
THE DIFFERENCE BETWEEN EXTENSIVE READING AND INTENSIVE READING EXTENSIVE AND INTENSIVE READING
There are two kinds of teaching reading; Extensive and Intensive.This article provides three differences between Extensive Reading and Intensive Reading; therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge. The first difference is that Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed.It is different from Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand. The second difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it. The last, Extensive Reading will discourage the over- use of dictionary (Bell, 1998); on the contrary dictionary is a must in Intensive Reading. It is true that dictionary have an important place in reading activity, but as stated by Bell (1998) that the students will focus only on the language if they always consult the dictionary every time they find an unfamiliar word. They will not pay attention to the message conveyed. Bell also said that this habit will cause inefficient reading and destroy the pleasure that reading is intended to provide. Graham Stanley from British Council, Barcelona said that by avoiding dictionary, the students are expected to be encouraged to jot down the words they come across in a vocabulary notebook and they can look them up after they have finished reading. It will make the students guess the meaning based on the context. By doing this, the students are able to always remember the meaning of a word because they find it by themselves. Meanwhile in Intensive Reading, students have to find difficult words while they are reading. The frequency of using dictionary is often because in Intensive Reading, a text will be used to answer some questions, so the students have to know the meaning of all words in the text in order to make them easy to answer the questions. In conclusion, through doing complex activities, Extensive Reading can broaden students’ knowledge more than Intensive Reading. In Extensive Reading, students write summary and do presentation which lead them to minimize the use of dictionary. In opposition, the students’ activities in Intensive Reading are more limited. The activities depend on the teacher’s guidance only. This kind of activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading.
One concept that i had an intuition of on my own, but never really explicitly thought about, was the difference between "intensive" and "extensive" reading, as Iverson calls them.
Extensive is when you try to cover vast amounts of materials, but just skip over the parts you don't know and try to get the general gist of things. It's all about context and the big picture. Once you get awesome, you can just sit down and read a book and understand everything, and you're doing an extensive exercise still.
Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The easy way to compare these two types is reading the same paragraph 100 times (intensive) vs. reading 100 different paragraphs (extensive).
These two aspects of reading can play off each other. Extensive reading gives you a sense of familiarity, and can help you get curious about the language. You see things many times in different places, and start to wonder about how they work, and you get a mild sense of how they work. You slowly pick up the meanings of hundreds of words in parallel. When you then do some intensive work, you can connect each new word to a lot of dots already from your experience. There's an existing web in which to place that new word.
Alternately, when you've done some intensive work and have a very precise meaning for certain words, but not much connection in the web, then extensive reading will provide a place for that intensive word to live, and will also help you understand the rest of the context when you see it out in the field.
One problem that can come up for a lot of people, is that they read extensively but have stopped making progress on a number of fronts. They make the same grammatical mistakes all the time, or get certain words wrong. This can be remedied by reading more intensively. Pay attention to each of the words, and how they fit together. Compare the patterns to others that you've seen. Play some mental word games. Just keep doing anything you can to deepen your exposure, in order to break yourself out of the false patterns that have developed.
Another problem that is common to those who do language classes at school is that all of their reading is intensive. This results in a sloooowww reading speed, and an obsession with always knowing the precise meaning of every single word. This leads a lot of people to spend too much time looking up things in dictionaries, and living too much in their native language rather than the new language. This is the land of perfectionism, and it will keep you from advancing. You need to practice letting go, and letting the language flow over you so you can develop more of an automatic feel for it. You need to practice picking up more words from the context (which may feel impossible at the start, but it's not).
The way that i usually put these two forms into practice is by doing my extensive reading with a highlighter beside me. Whenever a sentence is somehow interesting or difficult, then i highlight it for later intensive work. When i flip back through and look at all the sentences i highlighted, then i add them to my Anki flashcard deck and i make sure i fully understand the full meaning of the sentence. Then i let Anki reinforce it for me over the coming days and weeks.
There are two kinds of teaching reading; Extensive and Intensive. Extensive and Intensive are different in some cases. This article provides three differences between Extensive Reading and Intensive Reading; therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge.
The first difference is that Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. In this case, the students also have to find supported articles related to the topic in order to give them background knowledge, so that they know more about the topic they have chosen. It is different from Intensive Reading that does not allow the students to find a topic they like.
The second difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). The last, Extensive Reading will discourage the over- use of dictionary (Bell, 1998); on the contrary dictionary is a must in Intensive Reading. It is true that dictionary have an important place in reading activity, but as stated by Bell (1998) that the students will focus only on the language if they always consult the dictionary every time they find an unfamiliar word. They will not pay attention to the message conveyed. Bell also said that this habit will cause inefficient reading and destroy the pleasure that reading is intended to provide. Graham Stanley from British Council, Barcelona said that by avoiding dictionary, the students are expected to be encouraged to jot down the words they come across in a vocabulary notebook and they can look them up after they have finished reading. It will make the students guess the meaning based on the context. By doing this, the students are able to always remember the meaning of a word because they find it by themselves. Meanwhile in Intensive Reading, students have to find difficult words while they are reading. The frequency of using dictionary is often because in Intensive Reading, a text will be used to answer some questions, so the students have to know the meaning of all words in the text in order to make them easy to answer the questions. In conclusion, through doing complex activities, Extensive Reading can broaden students’ knowledge more than Intensive Reading. In Extensive Reading, students write summary and do presentation which lead them to minimize the use of dictionary. In opposition, the students’ activities in Intensive Reading are more limited. The activities depend on the teacher’s guidance only. This kind of activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading.
THE DIFFERENCES BETWEEN EXTENSIVE READING AND INTENSIVE READING
Our working definition of "extensive reading" as a language teaching/learning procedure is that it is reading (a) of large quantities of material or long texts; (b) for global or general understanding; (c) with the intention of obtaining pleasure from the text. Further, because (d) reading is individualized, with students choosing the books they want to read, (e) the books are not discussed in class. (Based on Bamford, 1984a, pp. 4; Bamford, 1987; Barnett, 1989, p. 167; Brumfit, 1984, p. 84; Dawes, 1979; Dubin & Olshtain, 1977, pp. 77ff; Eskey, 1973, p. 173; Grellet, 1981, p. 4; Hedge, 1985, pp. vii, 68, 70; Krashen, 1982, pp. 164-167; Krashen & Terrell, 1983, p. 134; Norris, 1975, p. 208; Olshtain, 1976, pp. 39ff; Rivers, 1981, pp. 37, 278; Thompson, 1984, p. 21.)
Intensive reading practice can focus more intentionally on essential core vocabulary,patterns of text organization and types of text processing needed to adequately comprehend any text. Intensive reading activities are needed for four main reasons: to help learners comprehend written text, to become more aware of text organization to better comprehend, to learn how to use and monitor effective reading strategies, and to develop general literacy skills necessary to generate productive expressions in L2 (Paran, 2003, p.40)
According to the expert's opinion, I can conclude that : Extensive reading is reading for pleasure with emphasis on general understanding. Whereas intensive reading is reading carefully for an exact understanding of text.
What is the similarities between intensive reading and extensive reading?
Intensive is a matter of depth, concentration and focus, possibly but not necessarily within a limited area or field of knowledge.
Extensive is matter of breadth, how wide-- reading across a large number of books or documents, covering a wide range, perhaps many different authors, periods, etc
Source : Yahoo Answer (Intensive is a matter of depth, concentration and focus, possibly but not necessarily within a limited area or field of knowledge.Extensive is matter of breadth, how wide-- reading across a large number of books or documents, covering a wide range, perhaps many different authors, periods, etc)
Palmer(1964)said that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
-Intensive Reading: Palmer (1921) said that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Nama : Rita Nauli Nim : 2009 111 371 Extensive Reading According to Hamp-Lyons (1985) describes the development of an extensive reading course, from concentration on macro-level mechanical reading skills to handle sheer volume of reading, to emphasis on cognitive aspects of the reading process such as scanning and skimming; in this paper she gives no details on teaching methods or results.
Intensive Reading
According to Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Reading is an activity that can add someone’s knowledge about important news and also some new vocabulary items. Realizing the importance of reading, some collages make it as one of subject. There are two kinds of teaching reading; Extensive and Intensive. Extensive and Intensive are different in some cases. This article provides three differences between Extensive Reading and Intensive Reading; therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge. The first difference is that Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. In this case, the students also have to find supported articles related to the topic in order to give them background knowledge, so that they know more about the topic they have chosen. It is different from Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand. The second difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it. In conclusion, through doing complex activities, Extensive Reading can broaden students’ knowledge more than Intensive Reading. In Extensive Reading, students write summary and do presentation which lead them to minimize the use of dictionary. In opposition, the students’ activities in Intensive Reading are more limited. The activities depend on the teacher’s guidance only. This kind of activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading.
Link Address : http://dianingpadmi.wordpress.com/eedduuccaattiioonn/extensive-and-intensive-reading/
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. While the mechanism is commonly accepted as true, its importance in language learning is disputed.(Cobb 2007)
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
>> Intensive Reading <<
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text". Extensive and intensive reading are two approaches to language learning and instruction, and may be used concurrently, intensive reading is however the more common approach, and often the only one used. (Cobb 2007)
And in my opinion,
Extensive reading, when you read as many different kinds of books or journals as you can, chiefly for pleasure and only needing a general understanding for the content.
Intensive reading, when you read with the concentration and great care in order to understand exactly the meaning of what you read.
Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy. Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short passage." Intensive Reading, sometimes called "Narrow Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text.
Munby (1979) suggests four categories of questions that may be used in intensive reading. These include: 1.Plain Sense - to understand the factual, exact surface meanings in the text 2.Implications - to make inferences and become sensitive to emotional tone and figurative language 3.Relationships of thought - between sentences or paragraphs 4.Projective - requiring the integration of information from the text to one's own background information
Note that questions may fall into more than one category.
The most common systems of questioning are multiple-choice and free-response. Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the most important objective in the reading class should NOT be the testing of the student to see if they have understood. Teachers should, instead, be spending most of the time training the student to understand what they read.
2. EXTENSIVE READING
Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text." Long and Richards (1971, p.216) identify extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words." The aims of extensive reading are to build reader confidence and enjoyment. Extensive reading is always done for the comprehension of main ideas, not for specific details.
An Extensive Reading program may be combined with writing or combined with speaking practice in a meaningful way (such as when students discuss with each other the books they have been reading. Broughton (1978) suggested that "It is by pursuing the activity of extensive reading that the volume of practice necessary to achieve rapid and efficient reading can be achieved." (p.92) Krashen (1993a) suggested that the benefits of free voluntary reading included "enhanced language acquisition and literacy development, more ideas and information, greater success in life, loss of verbal memory, and more fun."
CONCLUSION
After reading the passage above, in my opinion Intensive Reading is an activity that involves student in reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves students reading texts for enjoyment and to develop general reading skills.
Intensive reading activities such as; skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order.
The differences between Intensive Reading and Extensive Reading
INTENSIVE READING
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short passage."
Intensive Reading (IR) occurs when the learner is focused on the language rather than the text. For example, the learner may be answering comprehension questions, learning new vocabulary, studying the grammar and expressions in the text, translating the passage (sometimes called 'careful reading'), or other tasks that involve the student in looking intensively (inside) the text. Most often all the students read the same short text that the teacher decided.
Intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself. The main goal of reading is to comprehend the printed pages.
EXTENSIVE READING
The term "extensive reading" was originally coined by Palmer (1917, quoted by Day and Bamford, 1997) to distinguish it from "intensive reading" - the careful reading of short, complex texts for detailed understanding and skills practice. It has since acquired many other names: Mikulecky (1990, cited in Day and Bamford, 1997) calls it "pleasure reading." Grabe (1991) and others use the term "sustained silent reading", while Mason and Krashen (in press) call it simply "free reading".
CONCLUSION
From the explanation above, in my opinion the differences between intensive and extensive reading are: ntensive reading - you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business.
Extensive reading - you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
DEFFERENCE BETWEEN EXTENSIVE READING AND INTENSIVE READING
Extensive reading is a reading that is reaching out to luas.dengan read extensively you not only know the contents of the text alone, but you will also absorb the knowledge of the more common or widespread, as a general overview of the extensive reading. Extensive reading means reading widely, covering as much as possible the text object in the shortest possible time. objectives and these demands extensive reading is important to understand the content - important to quickly and thus read secaraefisien happen.
Extensive reading also includes: a. read the survey b. read at a glance c. superficial reading The main goal is to memcari read and obtain information, including the content of reading to understand the meaning of
example of reading text is: reviews understanding and element - the element reviews reviewer is a writing or suggestion regarding the value of a work, be it books, novels, magazines, comics, film, tape, CD, VCD ataup DVD. purpose of reviews is to convey to the reader whether senbuah book or the work that deserves a response from the community or not.
reviews comes from the Latin word is from the verb or recensere revidere. means to look again, weigh, or judge, the same meaning to the term in the Dutch language known as recensie, whereas in the English language is known as the reviews. three terms is subject to the same thing, namely to review buku.tindakan meresensi can mean to judge, again revealing the contents of the book, discuss, or criticize the book, with the understanding that is wide enough that the purpose of informing the reviewer wrote the book to the public. some have argued that there exist at least three types of book reviewer is: a. Informative intention, the content of the reviewer only briefly and generally in delivering the whole book b. deskiptif point, the proposals are detailed in each section / chapter c. critical point in the form proposed detailed reviews with specific scientific methodology. contents of the reviewer is usually critical and objective in assessing the information, but contains a description and critical analysis, in sum, all three can be applied simultaneously.
Definition of intensif reading
intensive reading is to read carefully to understand the text correctly and accurately. intensive literacy is the ability of facts, concepts, ideas, opinions, experiences, parties, and feelings that exist in written discourse. intensive reading goal is to develop reading skills, sentence, vocabulary development, and also understand the overall content of the discourse.
intensive reading skills include the ability to understand the critical understanding of the creative classified into
1 . cread the review (onten study reading ) 2 . read carefully ( close reading )
read this type is as important as reading, there is often a person needs to peruse the material - preferably with an understanding of the material (reading For
Extensive Reading: Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading: Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. While the mechanism is commonly accepted as true, its importance in language learning is disputed.(Cobb 2007)
Efficient reading is about reading in a way that allows you to understand the writer's message without spending too much time in the process. It's also about reading with a clear purpose in mind so that you only read material that is relevant. When you're reading in preparation for an essay or for understanding generally, remember that good reading strategies go hand-in-hand with good note-taking skills.
Effective Reading Instruction
Effective reading instruction helps learners make sense of written language. 21 It builds on what learners know at any given time to help them learn more. Effective instruction is grounded in a professional knowledge of how we read and how we learn to read. It is best provided by knowledgeable, caring teachers who organize instruction to meet the varying needs of all their students.
Teachers provide effective reading instruction when they: • Expect all students to achieve. 23 • Know their students as individuals, including their interests, their attitudes about reading, and their school, home, and community experiences. • Carefully observe each student’s reading in multiple contexts in order to provide appropriate instruction and monitor progress. • Create a risk-free environment that supports social interaction, open discussion of ideas, and multiple perspectives. • Teach students about reading within the context of authentic reading using texts with authentic language. • Read to students daily using a variety of text types, including various types of fiction and non fiction and multicultural literature, on a variety of topics to build their students’ familiarity with written language and their background knowledge on a variety of topics. • Use a variety of instructional groupings, including whole group, small group and individual instruction, to provide multiple learning experiences. 24 • Use multiple instructional methods such as shared reading 25, guided reading, and literature discussion circles, as appropriate for their students. • Focus on the ideas represented by written language rather than the words on the page.
Reference:
Marshall, L., & Rowland, F. (1998). A guide to learning independently (3rd ed.), Melbourne: Addison Wesley Longman. http://unilearning.uow.edu.au/reading/1a.html http://www.ncte.org/positions/statements/onreading
---Extensive Reading---
ReplyDeleteAccording to Palmer (1964), “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information.
Jacobs et al (1999) defined extensive reading as involving “the independent reading of a large quantity of material for information or pleasure. The prime focus of extensive reading is on the meaning of what is being read rather than on the language.”
According to Carrel and Carson (1997, pp. 49-50), “extensive reading…generally involves rapid reading of large quantities of material or longer readings (e.g., whole books) for general understanding, with the focus generally on the meaning of what is being read than on the language.”
---Intensive Reading---
Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
According to Carrel and Carson (1997) and Nuttal (1996), in intensive reading, students normally work with short texts with close guidance from the teacher. The aim of intensive reading is to help students get detailed meaning from the text, to develop reading skills, such as identifying main ideas and recognizing text connectors and to enhance vocabulary and grammar knowledge.
According to Day and Bamford’s (1997, para.2) intensive reading often refers to the careful reading (or translation) of shorter, more difficult foreign language texts with the goal of complete and detailed understanding. intensive reading is also associated with the teaching of reading in terms of its component skills. Texts are studied intensively in order to introduce and practice reading skills such as distinguishing the main idea of a text from the detail, finding pronoun referents, or guessing the meaning of unknown words.
*According to the experts, “extensive reading” defined as reading rapidly of a large quantity of material for pleasure and information. The focus of extensive reading is on the meaning of what is being read than on the language. While, “intensive reading” refers to the careful reading of short texts. Texts are studied intensively to get detailed meaning from the text, to develop reading skills, to identifying main ideas and to enhance vocabulary and grammar knowledge.
BY: MEITA DWI PUTRI (2009.111.126)
The difference between Extensive Reading and Intensive Reading.
ReplyDeleteBy: A Barfield
Reading has traditionally been divided into two types: intensive and extensive
Intensive Reading is may be described as the practice of particular reading skills and the close linguistic study of text.
Extensive Reading is on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritised.
Although this twin categorization of reading into two basic types can be found in many teacher resource books for the teaching of English as a foreign language (Grellet:1981, Nuttall:1982, for example), it is not the whole story, as the student's learning history clearly pointed out. We need to extend the categorization. We can do this by adding, first, oral reading (Day:1993), or reading aloud in class, where considerable focus is put on correct pronunciation of the text - and, second, text translation, where correct translation of the foreign language text into the learners' mother tongue is emphasized in tandem with the study of an array of grammatical, lexical and phonological points. This creates a methodological categorization of reading in a foreign language, they are:
methodological choice in classroom focus
Extensive : students read a lot of text
Intensive : students practise particular reading skills
Posted by VERAWATY ( 2009.111.186 )
EXTENSIVE READING
ReplyDeleteAccording to Elley and Mangubhai(1981)Simply, extensive reading is reading a lot. It is also reading for pleasure. Extensive reading should be at a comfortable “easy” level for the student and the main goal is to read. They should not be reaching for a dictionary every sentence or even every paragraph. The goal is to create fluency and enjoyment in the reading process. Finally, extensive reading is something that should take place over a sustained period. Studies which have shown very impressive results are studies which have devoted a serious amount of time to an extensive reading programme.
This last point leads into issues associated with the implementation of extensive reading. Extensive reading is not a quick fix. It is not a band-aid over something unforeseen which crops up in class. Instead, it is something which will reveal its benefits slowly, and in a variety of ways.
Sources: http://iteslj.org/Techniques/Clarity-ExtensiveReading.html
INTENSIVE READING
Intensive reading is text reading or passage reading. In this reading the learner read the text to get knowledge or analysis. The goal of this reading is to read shorter text. This reading is done to carry out to get specific information. Learner reads book to acquire knowledge is the kind of intensive reading.
Intensive reading will provide a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. It will also provide material for developing greater control of the language in speech and writing.
Sources: http://www.englishindo.com/2011/06/types-of-reading.html
EXTENSIVE READING
ReplyDeleteextensive reading is no different from other learned human abilities such as driving, cooking, playing golf, or riding a bicycle: the more you do it, the more fluent and skilful you become...
Julian Bamford (Bunkyo University) Richard R. Day (University of Hawaii)
A guide to the theory of Extensive Reading (and how it can help your students) can be found on the Extensive Reading site. There are also excellent resources at the Extensive Reading Foundation, which awards an annual prize for the best reader published in that year.
Rocky Nelson of Busan University, South Korea devised the following course outline for teaching Extensive Reading
Some excellent work on the readability of ELT readers has been done by the SSS ER Study group in Japan. A full database of their findings on individual titles can be found at
http://www.seg.co.jp/sss/shohyou/word-count.html.
INTENSIVE READING
Nearly anyone who has taken a foreign language class in North America is familiar with intensive reading. Maybe you have to read a paragraph, or maybe you have to make your way through Le Petit Prince, like I once did. In either case, you’d be reading something with a great deal of vocabulary and/or grammar that is beyond your current reading ability. If your instructor is kind, maybe the vocabulary and grammar that is new to you will be glossed page by page. If not, you’ll be spending more time looking up a dictionary than reading. Assuming vocabulary is supplied for you, the most efficient way to do this kind of reading is to first drill yourself on the new vocabulary for an hour or so, and then read. Diligent students will be able to use the reading to learn 10 or maybe even 20 vocabulary words within a couple of hours. However, even they will probably be reading word by word rather than taking in the language a phrase at a time as they would reading in their native languages.
EXTENSIVE READING :•students and teachers share ideas about good reading materials
INTESIVE READING : excellent place to exchange ideas about learning English.
By : Sustri Ausa (2009 111 265)
NAME : NOVARIA OCTAVIANTY
ReplyDeleteNIM : 2009 111 081
The differences between Extensive and Intensive Reading
The First difference is that Extensive Reading Covers large area,while intensive reading covers narrower area. According to ( Graham Stanley ), Extensive reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. it means that students are given freedom to choose their own topic which they think are interested to be discussed.
The Second difference is about students activity in class. in Extensive Reading the students activity is more complex than in intensive reading.The students , in Extensive reading class, usually are asked to write a summary is not an easy thing to do. it allows learners to assert full control, both of the main factual or fictional content of an article / book, and of the grammar and vocabulary used to express it ( Bell, 1998 ).
In Conclusion, through doing complex activities , Extensive reading can broaden students knowledge more than intensive reading.
NAME : SISKA APRILIA_REG B
ReplyDeleteNIM : 2009 111 194
The Differences between Intensive Reading and Extensive Reading
INTENSIVE READING
1. According to Palmer (1921) notes, “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
2. According to J. D. MORRIS National’s teacher College Kyambogo, Kampala, Uganda, “Intensive Reading” is essentially reading in depth and is usually done in class, which each pupil having the same text.
http://eltj.oxfordjournals.org/content/XXVII/1/38.extract
EXTENSIVE READING
1. According to Palmer (1964), “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
2. According to J. D. MORRIS National’s teacher College Kyambogo, Kampala, Uganda, “extensive reading” as private reading in width at a pace suited to the individual’s ability, taste, and mood.
3. Michel West called extensive reading as “supplementary” reading. The goal of supplementary reading was “the developmental to the point of enjoyment of the ability to read the foreign language” and the methodology involved “taking care of individual differences and encouraging the reading habit”.
http://www.extensivereading.net/
NAME:YULIANTI
ReplyDeleteNIM :2009 111 046
THE DIFFERENCES BETWEEN EXTENSIVE READING AND INTENSIVE READING
DEFINITION
Bamford and Day (1997) refer to these points when they state that extensive reading is “generally associated with reading large amounts with the aim of getting an overall understanding of the material. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences.” (p 6).
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
By Kenneth Beare,
Extensive reading
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
Examples of Extensive Reading
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
Intensive reading
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
Examples of Intensive Reading
• A bookkeeping report
• An insurance claim
• A contract
CONCLUSION
From the explanation above, we can conclude that Extensive reading is the type of reading which takes the general information and concerns on meaning while intensive reading is the type of reading which take the specific information and concerns on the difficulties of structures.
Sources:
www.monografias.com/.../readins.../readins-c
esl.about.com/.../englishreadingskills/.../readin..
fis.ucalgary.ca/Brian/611/readingtype.html
Name : Yulianti
ReplyDeleteNIM : 2009 111 046
Lesson : Extensive Reading
THE DIFFERENCES BETWEEN EXTENSIVE READING AND INTENSIVE READING
DEFINITION
Bamford and Day (1997) refer to these points when they state that extensive reading is “generally associated with reading large amounts with the aim of getting an overall understanding of the material. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences.” (p 6).
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text."
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy.
By Kenneth Beare,
Extensive reading
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
Examples of Extensive Reading
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
Intensive reading
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
Examples of Intensive Reading
• A bookkeeping report
• An insurance claim
• A contract
CONCLUSION
From the explanation above, we can conclude that Extensive reading is the type of reading which takes the general information and concerns on meaning while intensive reading is the type of reading which take the specific information and concerns on the difficulties of structures.
Sources:
www.monografias.com/.../readins.../readins-c
esl.about.com/.../englishreadingskills/.../readin..
fis.ucalgary.ca/Brian/611/readingtype.html
NAME : YAYAN APRIANTO
ReplyDeleteNIM : 2009 11 106
Different between Extensive and Intensive Reading
Extensive Reading Task
No Different Extensive Reading Intensive Reading
1. Purpose General understanding and enjoyment Language study
2. Level Easy (graded readers) Difficult (the material is written for native speaker)
3. Amount a lot (a book a week) Not much
4. Speed Fast and fluently Slow
5. Selection Learner selects Teacher selects
6. What Materials All learners read different things All learners study the same materials
Explanation :
1. Purpose:
In extensive reading the purpose is to understanding generally what the book tells about, usually, the vocabulary of extensive reading is the easy one or the vocabulary that usually use the readers only a little bite that difficult one. So that, the readers to be enjoyment what they read not to borring. And, they have a fantastic spirit for finishing it and try to read more book like it too.
In Intensive reading the purpose is to language study. This reading class only for the learners who want to study the english especially. So that, this is dislike by beginning learners who want to happy for reading not to difficult them.
2. Level :
In extensive reading the level is focus on the beginner learners. That learners are divided into easy (graded reading). The materials is written to the beginner learners.
In Intensive reading the level is difficult focus on the native speaker. This reading class only for native speakers who have many knowledge about the language. And they know more than the beginners.
3. Amount
In extensive reading the amount is a lot. Because the reading is easy the readers can to read many book. Maybe can to read a book a day, or a book a week.
In intensive reading the amount is not much. Because the reading is difficult the readers can not to read more. They read slowly for understanding what book about. Maybe they only can to read a book a week or a book a month.
4. Speed
In extensive reading the speed of the readers is fast and fluent. This cause is the reading is easy so that, the readers can to read fast because they easy for understanding the reading.
In intensive reading the speed is slow. This cause is the readers must to understanding all of the reading. They must to read slowly to easy for understanding.
5. Selection
In extensive reading the selection is for learner selects. Because the reading is easy this focus on the learner selects.
in intensive reading the selection is for teacher selects. Commonly the teachers have more knowledge to understand the difficult reading.
6. What materials
in extensive reading, all learners read different thing because the materials is easy the learners can to read fast and if they finished it they can to move to other different thing.
in intensive reading, all learners study the same materials because they read the reading slowly till they understanding, so, they can not to move to other thing. They only focus on the same materials.
Name : SENTRA OKTOBERIA
ReplyDeleteNim : 2009 111 202
Subject/Smt : Extensive Reading / 6
The difference Between An Extensive Reading And
Intensive Reading
Based on References I read on
http://wiki.anwers.com/Q/What_is_the_Difference_between_intensive_and_entensive_reading and http://erkoritsumeikan.wordpress.com/2008/10/11/extensive_reading/ explain thats
Extensive reading is the one of way reading. In extensive reading usually the students effort to get the essence from the story/problem. Just skip over the parts that they don’t know and to get the general gist of things. It developers at the student’s own pace according to individual ability. It will be selected at a lower level of difficulty than for intensive reading. The purpose of extensive reading is to train the student’s to read directly in the target language for enjoyment without the aid of the teacher.
Intensive reading is about studying minute details and trying to wring absolutely every drop of information out of a section of text. It is related to further progress in language learning under the teacher’s guidance. Student’s will study short stories and extracts from novels, chosen for the standard of difficultly of the language and for the interest they hold for this particular group of students. Intensive reading is generally at a slower speed and requires a higher degree of understanding to develop and refine word study skills, enlarge passive vocabulary, reinforce skills related to sentence structure, increase active vocabulary, distinguish among thesis and fact.
Different between Extensive and Intensive Reading
ReplyDeleteExtensive Reading Task
Different Extensive Reading Intensive Reading
1. Purpose General understanding and enjoyment Language study
2. Level Easy (graded readers) Difficult (the material is written for narative speaker)
3. Amount a lot (a book a week) Not much
4. Speed Fast and fluently Slow
5. Selection Learner selects Teacher selects
6. What Materials All learners read different things All learners study the same materials
Explanation :
1. Purpose :
- In extensive reading the purpose is to understanding generally what the book tells about, usually, the vocabulary of extensive reading is the easy one or the vocabulary that usually use the readers only a little bite that difficult one. So that, the readers to be enjoyment what they read not to borring. And, they have a fantastic spirit for finishing it and try to read more book like it too.
- In Intensive reading the purpose is to language study. This reading class only for the learners who want to study the english especially. So that, this is dislike by beginning learners who want to happy for reading not to difficult them.
2. Level :
- In extensive reading the level is focus on the beginner learners. That learners are divided into easy (graded reading). The materials is written to the beginner learners.
- In Intensive reading the level is difficult focus on the native speaker. This reading class only for native speakers who have many knowledge about the language. And they know more than the beginners.
3. Amount
- In extensive reading the amount is a lot. Because the reading is easy the readers can to read many book. Maybe can to read a book a day, or a book a week.
- In intensive reading the amount is not much. Because the reading is difficult the readers can not to read more. They read slowly for understanding what book about. Maybe they only can to read a book a week or a book a month.
4. Speed
- In extensive reading the speed of the readers is fast and fluent. This cause is the reading is easy so that, the readers can to read fast because they easy for understanding the reading.
- In intensive reading the speed is slow. This cause is the readers must to understanding all of the reading. They must to read slowly to easy for understanding.
5. Selection
- In extensive reading the selection is for learner selects. Because the reading is easy this focus on the learner selects.
- in intensive reading the selection is for teacher selects. Commonly the teachers have more knowledge to understand the difficult reading.
6. What materials
- in extensive reading, all learners read different thing because the materials is easy the learners can to read fast and if they finished it they can to move to other different thing.
- in intensive reading, all learners study the same materials because they read the reading slowly till they understanding, so, they can not to move to other thing. They only focus on the same materials.
name : rindi oktaria
ReplyDeletenim : 2009 111 349
Intensive reading
Intensive reading involves learners reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves learners reading texts for enjoyment and to develop general reading skills. sources :http://www.teachingenglish.org.uk/knowledge-database/intensive-reading
extensive reading
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. While the mechanism is commonly accepted as true, its importance in language learning is disputed.(Cobb 2007) sources by en.wikipedia.org/wiki/Extensive_reading
Nama : susilawati
ReplyDeleteNim : 2009.111.062.P
THE DIFFERENCE BETWEEN EXTENSIVE READING AND INTENSIVE READING
EXTENSIVE AND INTENSIVE READING
There are two kinds of teaching reading; Extensive and Intensive.This article provides three differences between Extensive Reading and Intensive Reading; therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge.
The first difference is that Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed.It is different from Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
The second difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
The last, Extensive Reading will discourage the over- use of dictionary (Bell, 1998); on the contrary dictionary is a must in Intensive Reading. It is true that dictionary have an important place in reading activity, but as stated by Bell (1998) that the students will focus only on the language if they always consult the dictionary every time they find an unfamiliar word. They will not pay attention to the message conveyed. Bell also said that this habit will cause inefficient reading and destroy the pleasure that reading is intended to provide. Graham Stanley from British Council, Barcelona said that by avoiding dictionary, the students are expected to be encouraged to jot down the words they come across in a vocabulary notebook and they can look them up after they have finished reading. It will make the students guess the meaning based on the context. By doing this, the students are able to always remember the meaning of a word because they find it by themselves. Meanwhile in Intensive Reading, students have to find difficult words while they are reading. The frequency of using dictionary is often because in Intensive Reading, a text will be used to answer some questions, so the students have to know the meaning of all words in the text in order to make them easy to answer the questions.
In conclusion, through doing complex activities, Extensive Reading can broaden students’ knowledge more than Intensive Reading. In Extensive Reading, students write summary and do presentation which lead them to minimize the use of dictionary. In opposition, the students’ activities in Intensive Reading are more limited. The activities depend on the teacher’s guidance only. This kind of activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading.
One concept that i had an intuition of on my own, but never really explicitly thought about, was the difference between "intensive" and "extensive" reading, as Iverson calls them.
ReplyDeleteExtensive is when you try to cover vast amounts of materials, but just skip over the parts you don't know and try to get the general gist of things. It's all about context and the big picture. Once you get awesome, you can just sit down and read a book and understand everything, and you're doing an extensive exercise still.
Intensive is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The easy way to compare these two types is reading the same paragraph 100 times (intensive) vs. reading 100 different paragraphs (extensive).
These two aspects of reading can play off each other. Extensive reading gives you a sense of familiarity, and can help you get curious about the language. You see things many times in different places, and start to wonder about how they work, and you get a mild sense of how they work. You slowly pick up the meanings of hundreds of words in parallel. When you then do some intensive work, you can connect each new word to a lot of dots already from your experience. There's an existing web in which to place that new word.
Alternately, when you've done some intensive work and have a very precise meaning for certain words, but not much connection in the web, then extensive reading will provide a place for that intensive word to live, and will also help you understand the rest of the context when you see it out in the field.
One problem that can come up for a lot of people, is that they read extensively but have stopped making progress on a number of fronts. They make the same grammatical mistakes all the time, or get certain words wrong. This can be remedied by reading more intensively. Pay attention to each of the words, and how they fit together. Compare the patterns to others that you've seen. Play some mental word games. Just keep doing anything you can to deepen your exposure, in order to break yourself out of the false patterns that have developed.
Another problem that is common to those who do language classes at school is that all of their reading is intensive. This results in a sloooowww reading speed, and an obsession with always knowing the precise meaning of every single word. This leads a lot of people to spend too much time looking up things in dictionaries, and living too much in their native language rather than the new language. This is the land of perfectionism, and it will keep you from advancing. You need to practice letting go, and letting the language flow over you so you can develop more of an automatic feel for it. You need to practice picking up more words from the context (which may feel impossible at the start, but it's not).
The way that i usually put these two forms into practice is by doing my extensive reading with a highlighter beside me. Whenever a sentence is somehow interesting or difficult, then i highlight it for later intensive work. When i flip back through and look at all the sentences i highlighted, then i add them to my Anki flashcard deck and i make sure i fully understand the full meaning of the sentence. Then i let Anki reinforce it for me over the coming days and weeks.
Nama : susilawati
ReplyDeleteNim : 2009.111.062.P
EXTENSIVE AND INTENSIVE READING
There are two kinds of teaching reading; Extensive and Intensive. Extensive and Intensive are different in some cases. This article provides three differences between Extensive Reading and Intensive Reading; therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge.
The first difference is that Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. In this case, the students also have to find supported articles related to the topic in order to give them background knowledge, so that they know more about the topic they have chosen. It is different from Intensive Reading that does not allow the students to find a topic they like.
The second difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998).
The last, Extensive Reading will discourage the over- use of dictionary (Bell, 1998); on the contrary dictionary is a must in Intensive Reading. It is true that dictionary have an important place in reading activity, but as stated by Bell (1998) that the students will focus only on the language if they always consult the dictionary every time they find an unfamiliar word. They will not pay attention to the message conveyed. Bell also said that this habit will cause inefficient reading and destroy the pleasure that reading is intended to provide. Graham Stanley from British Council, Barcelona said that by avoiding dictionary, the students are expected to be encouraged to jot down the words they come across in a vocabulary notebook and they can look them up after they have finished reading. It will make the students guess the meaning based on the context. By doing this, the students are able to always remember the meaning of a word because they find it by themselves. Meanwhile in Intensive Reading, students have to find difficult words while they are reading. The frequency of using dictionary is often because in Intensive Reading, a text will be used to answer some questions, so the students have to know the meaning of all words in the text in order to make them easy to answer the questions.
In conclusion, through doing complex activities, Extensive Reading can broaden students’ knowledge more than Intensive Reading. In Extensive Reading, students write summary and do presentation which lead them to minimize the use of dictionary. In opposition, the students’ activities in Intensive Reading are more limited. The activities depend on the teacher’s guidance only. This kind of activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading.
THE DIFFERENCES BETWEEN EXTENSIVE READING AND INTENSIVE READING
ReplyDeleteOur working definition of "extensive reading" as a language teaching/learning procedure is that it is reading (a) of large quantities of material or long texts; (b) for global or general understanding; (c) with the intention of obtaining pleasure from the text. Further, because (d) reading is individualized, with students choosing the books they want to read, (e) the books are not discussed in class. (Based on Bamford, 1984a, pp. 4; Bamford, 1987; Barnett, 1989, p. 167; Brumfit, 1984, p. 84; Dawes, 1979; Dubin & Olshtain, 1977, pp. 77ff; Eskey, 1973, p. 173; Grellet, 1981, p. 4; Hedge, 1985, pp. vii, 68, 70; Krashen, 1982, pp. 164-167; Krashen & Terrell, 1983, p. 134; Norris, 1975, p. 208; Olshtain, 1976, pp. 39ff; Rivers, 1981, pp. 37, 278; Thompson, 1984, p. 21.)
Intensive reading practice can focus more intentionally on essential core vocabulary,patterns of text organization and types of text processing needed to adequately comprehend any text. Intensive reading activities are needed for four main reasons: to help learners comprehend written text, to become more aware of text organization to better comprehend, to learn how to use and monitor effective reading strategies, and to develop general literacy skills necessary to generate productive expressions in L2 (Paran, 2003, p.40)
According to the expert's opinion, I can conclude that :
Extensive reading is reading for pleasure with emphasis on general understanding. Whereas intensive reading is reading carefully for an exact understanding of text.
Name : Sri Ningsih
NIM :2009111359
Name : KarlindaH
ReplyDeleteNIM : 2009 111 267
What is the similarities between intensive reading and extensive reading?
Intensive is a matter of depth, concentration and focus, possibly but not necessarily within a limited area or field of knowledge.
Extensive is matter of breadth, how wide-- reading across a large number of books or documents, covering a wide range, perhaps many different authors, periods, etc
Source : Yahoo Answer (Intensive is a matter of depth, concentration and focus, possibly but not necessarily within a limited area or field of knowledge.Extensive is matter of breadth, how wide-- reading across a large number of books or documents, covering a wide range, perhaps many different authors, periods, etc)
Intensive Reading & Extensive Reading
ReplyDelete-Extensive Reading:
Palmer(1964)said that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
-Intensive Reading:
Palmer (1921) said that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Nama : Rita Nauli
ReplyDeleteNim : 2009 111 371
Extensive Reading
According to Hamp-Lyons (1985) describes the development of an extensive reading course, from concentration on macro-level mechanical reading skills to handle sheer volume of reading, to emphasis on cognitive aspects of the reading process such as scanning and skimming; in this paper she gives no details on teaching methods or results.
Intensive Reading
According to Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Name : Amariah
ReplyDeleteNIM : 2009 111 328
EXTENSIVE AND INTENSIVE READING
Reading is an activity that can add someone’s knowledge about important news and also some new vocabulary items. Realizing the importance of reading, some collages make it as one of subject. There are two kinds of teaching reading; Extensive and Intensive. Extensive and Intensive are different in some cases. This article provides three differences between Extensive Reading and Intensive Reading; therefore Extensive Reading has more important purpose compared to Intensive Reading in broadening students’ knowledge.
The first difference is that Extensive Reading covers large area, while Intensive Reading covers narrower area. According to Graham Stanley, Extensive Reading involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts. It means that students are given freedom to choose their own topic which they think are interested to be discussed. In this case, the students also have to find supported articles related to the topic in order to give them background knowledge, so that they know more about the topic they have chosen. It is different from Intensive Reading that does not allow the students to find a topic they like. The topic is given by the teacher. The students also do not necessary to look for supported articles because the topic which is chosen by the teacher is usually short and easy to understand.
The second difference is about students’ activity in class. In Extensive Reading the students’ activity is more complex than in Intensive Reading. The students, in Extensive Reading class, usually are asked to write a summary after reading an article/ passage. As we know, writing summary is not an easy thing to do. It allows learners to assert full control, both of the main factual or fictional content of an article/ book, and of the grammar and vocabulary used to express it (Bell, 1998). Besides, the students also will do a short presentation on what they have read. By doing short presentation, the students will have knowledge of the right preparation, self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of writing summary and having presentation, the students are asked to answer some questions related to the topic which is given by the teacher. Usually, all of the answers are available on the text, so that the students only rewrite it.
In conclusion, through doing complex activities, Extensive Reading can broaden students’ knowledge more than Intensive Reading. In Extensive Reading, students write summary and do presentation which lead them to minimize the use of dictionary. In opposition, the students’ activities in Intensive Reading are more limited. The activities depend on the teacher’s guidance only. This kind of activities will not encourage students to explore their abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading.
Link Address : http://dianingpadmi.wordpress.com/eedduuccaattiioonn/extensive-and-intensive-reading/
Name : Tirta Widyanata
ReplyDeleteNim : 2009 111 132
>> Extensive Reading <<
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. While the mechanism is commonly accepted as true, its importance in language learning is disputed.(Cobb 2007)
It is the view of Palmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
>> Intensive Reading <<
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Extensive reading is contrasted with intensive reading, which is slow, careful reading of a small amount of difficult text – it is when one is "focused on the language rather than the text". Extensive and intensive reading are two approaches to language learning and instruction, and may be used concurrently, intensive reading is however the more common approach, and often the only one used. (Cobb 2007)
And in my opinion,
Extensive reading, when you read as many different kinds of books or journals as you can, chiefly for pleasure and only needing a general understanding for the content.
Intensive reading, when you read with the concentration and great care in order to understand exactly the meaning of what you read.
ANANDA TRI CAHYA PUTRI
ReplyDelete2009111332
EXTENSIVE READING VS INTENSIVE READING
1. INTENSIVE READING
Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy.
Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short passage."
Intensive Reading, sometimes called "Narrow Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text.
Munby (1979) suggests four categories of questions that may be used in intensive reading. These include:
1.Plain Sense - to understand the factual, exact surface meanings in the
text
2.Implications - to make inferences and become sensitive to emotional tone
and figurative language
3.Relationships of thought - between sentences or paragraphs
4.Projective - requiring the integration of information from the text to one's own background information
Note that questions may fall into more than one category.
The most common systems of questioning are multiple-choice and free-response.
Mackay (1968) , in his book Reading in a Second Language, reminds teachers that the most important objective in the reading class should NOT be the testing of the student to see if they have understood. Teachers should, instead, be spending most of the time training the student to understand what they read.
2. EXTENSIVE READING
Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text."
Long and Richards (1971, p.216) identify extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words."
The aims of extensive reading are to build reader confidence and enjoyment.
Extensive reading is always done for the comprehension of main ideas, not for specific details.
An Extensive Reading program may be combined with writing or combined with speaking practice in a meaningful way (such as when students discuss with each other the books they have been reading.
Broughton (1978) suggested that "It is by pursuing the activity of extensive reading that the volume of practice necessary to achieve rapid and efficient reading can be achieved." (p.92)
Krashen (1993a) suggested that the benefits of free voluntary reading included "enhanced language acquisition and literacy development, more ideas and information, greater success in life, loss of verbal memory, and more fun."
CONCLUSION
After reading the passage above, in my opinion Intensive Reading is an activity that involves student in reading in detail with specific learning aims and tasks. It can be compared with extensive reading, which involves students reading texts for enjoyment and to develop general reading skills.
Intensive reading activities such as; skimming a text for specific information to answer true or false statements or filling gaps in a summary, scanning a text to match headings to paragraphs, and scanning jumbled paragraphs and then reading them carefully to put them into the correct order.
http://fis.ucalgary.ca/Brian/611/readingtype.html
RISNAYANTI
ReplyDelete2009 111 323
The differences between Intensive Reading and Extensive Reading
INTENSIVE READING
The work of Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short passage."
Intensive Reading (IR) occurs when the learner is focused on the language rather than the text. For example, the learner may be answering comprehension questions, learning new vocabulary, studying the grammar and expressions in the text, translating the passage (sometimes called 'careful reading'), or other tasks that involve the student in looking intensively (inside) the text. Most often all the students read the same short text that the teacher decided.
Intensive reading means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself.
The main goal of reading is to comprehend the printed pages.
EXTENSIVE READING
The term "extensive reading" was originally coined by Palmer (1917, quoted by Day and Bamford, 1997) to distinguish it from "intensive reading" - the careful reading of short, complex texts for detailed understanding and skills practice. It has since acquired many other names: Mikulecky (1990, cited in Day and Bamford, 1997) calls it "pleasure reading." Grabe (1991) and others use the term "sustained silent reading", while Mason and Krashen (in press) call it simply "free reading".
CONCLUSION
From the explanation above, in my opinion the differences between intensive and extensive reading are:
ntensive reading - you read with concentration and great care in order to understand exactly the meaning of what you read. This is particularly necessary for legal documents, financial documents, academic reports and anything to do with business.
Extensive reading - you read as many different kinds of books/journals/papers as you can, chiefly for pleasure, and only needing a general understanding of the content.
http://fis.ucalgary.ca/Brian/611/readingtype.html
http://extensivereading.net/docs/powell.html
http://www.querycat.com/question/f9d7022094f6b78de687d43ab03d8054
Nama : TUTI ZURYANI
ReplyDeleteNim : 2011.111.286 P
DEFFERENCE BETWEEN EXTENSIVE READING AND INTENSIVE READING
Extensive reading is a reading that is reaching out to luas.dengan read extensively you not only know the contents of the text alone, but you will also absorb the knowledge of the more common or widespread, as a general overview of the extensive reading.
Extensive reading means reading widely, covering as much as possible the text object in the shortest possible time. objectives and these demands extensive reading is important to understand the content - important to quickly and thus read secaraefisien happen.
Extensive reading also includes:
a. read the survey
b. read at a glance
c. superficial reading
The main goal is to memcari read and obtain information, including the content of reading to understand the meaning of
example of reading text is: reviews
understanding and element - the element reviews
reviewer is a writing or suggestion regarding the value of a work, be it books, novels, magazines, comics, film, tape, CD, VCD ataup DVD.
purpose of reviews is to convey to the reader whether senbuah book or the work that deserves a response from the community or not.
reviews comes from the Latin word is from the verb or recensere revidere. means to look again, weigh, or judge, the same meaning to the term in the Dutch language known as recensie, whereas in the English language is known as the reviews. three terms is subject to the same thing, namely to review buku.tindakan meresensi can mean to judge, again revealing the contents of the book, discuss, or criticize the book, with the understanding that is wide enough that the purpose of informing the reviewer wrote the book to the public.
some have argued that there exist at least three types of book reviewer is:
a. Informative intention, the content of the reviewer only briefly and generally in delivering the whole book
b. deskiptif point, the proposals are detailed in each section / chapter
c. critical point in the form proposed detailed reviews with specific scientific methodology. contents of the reviewer is usually critical and objective in assessing the information, but contains a description and critical analysis, in sum, all three can be applied simultaneously.
Definition of intensif reading
intensive reading is to read carefully to understand the text correctly and accurately.
intensive literacy is the ability of facts, concepts, ideas, opinions, experiences, parties, and feelings that exist in written discourse.
intensive reading goal is to develop reading skills, sentence, vocabulary development, and also understand the overall content of the discourse.
intensive reading skills include the ability to understand the critical understanding of the creative classified into
1 . cread the review (onten study reading )
2 . read carefully ( close reading )
read this type is as important as reading, there is often a person needs to peruse the material - preferably with an understanding of the material (reading For
Extensive Reading:
ReplyDeletePalmer (1964) that “extensive reading” is considered as being reading rapidly. The readers read books after books. Its attention is paid to the meaning of the text itself not the language. The purpose of extensive reading is for pleasure and information. Thus, extensive reading is also termed as “supplementary reading”.
Intensive Reading:
Palmer (1921) notes that “intensive reading” means that the readers take a text, study it line by line, and refer at very moment to the dictionary about the grammar of the text itself
Extensive reading is an approach to language learning, including foreign language learning, by the means of a large amount of reading. The learners view and review of unknown words in specific context will allow the learner to infer the word's meaning, and thus to learn unknown words. While the mechanism is commonly accepted as true, its importance in language learning is disputed.(Cobb 2007)
nama : aryani
nim : 2010.111.359.P
Name : Susanto
DeleteNim : 2009.111.378
THE THEORY OF EFFECTIVE AND EFFICIENT READING
Efficient Reading
Efficient reading is about reading in a way that allows you to understand the writer's message without spending too much time in the process. It's also about reading with a clear purpose in mind so that you only read material that is relevant. When you're reading in preparation for an essay or for understanding generally, remember that good reading strategies go hand-in-hand with good note-taking skills.
Effective Reading Instruction
Effective reading instruction helps learners make sense of written language. 21 It builds on what learners know at any given time to help them learn more. Effective instruction is grounded in a professional knowledge of how we read and how we learn to read. It is best provided by knowledgeable, caring teachers who organize instruction to meet the varying needs of all their students.
Teachers provide effective reading instruction when they:
• Expect all students to achieve. 23
• Know their students as individuals, including their interests, their attitudes about reading, and their school, home, and community experiences.
• Carefully observe each student’s reading in multiple contexts in order to provide appropriate instruction and monitor progress.
• Create a risk-free environment that supports social interaction, open discussion of ideas, and multiple perspectives.
• Teach students about reading within the context of authentic reading using texts with authentic language.
• Read to students daily using a variety of text types, including various types of fiction and non fiction and multicultural literature, on a variety of topics to build their students’ familiarity with written language and their background knowledge on a variety of topics.
• Use a variety of instructional groupings, including whole group, small group and individual instruction, to provide multiple learning experiences. 24
• Use multiple instructional methods such as shared reading 25, guided reading, and literature discussion circles, as appropriate for their students.
• Focus on the ideas represented by written language rather than the words on the page.
Reference:
Marshall, L., & Rowland, F. (1998). A guide to learning independently (3rd ed.),
Melbourne: Addison Wesley Longman.
http://unilearning.uow.edu.au/reading/1a.html
http://www.ncte.org/positions/statements/onreading