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EDU: 705. 11

GATHERING INFORMATION:
SKIMMING, SCANNING, INTENSIVE AND EXTENSIVE
READING, SQ4R

GATHERING INFORMATION:
SKIMMING, SCANNING, INTENSIVE

AND

EXTENSIVE READING, SQ4R

Reading is a process of decoding information in a text. It involves our ability to read and
understand the words, phrases and sentences and other symbols or visuals in a text. Each time we read a
book, we have a purpose. It may be for gathering information, for pleasure, for overall understanding or
sometimes for a few items of specific information. Therefore we employ different strategies that suit
the purpose of reading. They are skimming, scanning, intensive reading, extensive reading and SQ4R.
In brief, scanning is a reading for specific items of information. For example, we look up for
some specific information in a dictionary, encyclopaedia, a product manual, a brochure or other

reference resources. In this type of reading, we do not read the content from cover to cover. Instead we
go to the specific page in which there is information, quickly run through and locate the specific items
of information.
Skimming is a sort of fast reading. It is a reading for overall understanding of a text. reading a
news paper, a film review, a description etc., are example. In skimming, we read fast, often skipping
words, sentences, sometimes even paragraphs that are not important and try getting an overall
understanding of the text.
Intensive reading is a reading for total information. For example, reading text books for study
purpose, or reading an article on a topic of importance for the reader. In this reading we read the text
slowly, word by word and sentences because the readers aim is total or near total comprehension.
Extensive reading is a reading for pleasure. Reading novels, short stories, magazines, etc., are
examples for extensive reading. Since we are reading the text or work of art for pleasure, we may read
the text selectively without being bothered by unfamiliar words.
It is possible to read the same text in many different ways. For example, someone who wants to
know what a new movie is about may skim a film review, whereas someone who is a student of media
studies and is learning how to write a film review may read the same film review intensively because
his/her purpose is to understand how reviews are written.
To be a good reader, we should be able to employ the most appropriate reading strategy that
matches our purpose of reading.
SCANNING
Scanning is a quick reading, focusing or looking specific information. Scanning involves
quick eye movement, not necessarily linear in fashion, in which the eyes wander until the reader finds
the piece of information needed. Scanning is used when a specific piece of information is required,
such as name, date, symbols, formula, or phrases. The reader knows what the item looks like and so,
knows when he has located what he was searching for. It is assumed then that very little information is
processed to long term memory or even for immediate understanding, because the objective is simply
matching.
Scanning is used often with technical, scientific or professional materials to locate specific
information. Scanning is a valuable skill for second language learners to develop because often they do
not require a detailed read of a text. There are many every day uses for scanning, relevant to a purpose
such as reading schedule.
The role of teacher is to select the passage that does include specific information. The teacher
may use authentic materials that are commonly scanned in real life, such as the telephone directory,
menus, bus scheduler. The teacher may ask students before they scan a text to note how the information
is organized in the text. The teacher needs to remind the students that as they read carefully to find the
required information they should pay particular attention to titles and keywords.
The role of the students is to form questions before reading. The students look for contextual
clues. The students try to anticipate what the answer might look like and what sort of clue would be

useful. The student is aware of the graphic form that the answer may take, such as a numeral, a written
number, a capitalized word or shit short phrase that include key words.
SKIMMING
It is a quick reading to get to know the general meaning of a passage and to know how the
passage is organize, i.e., the structure of the text and to get an idea of the intension of the writer.
Skimming is a more complex task than scanning because it requires the reader to organize and
remember some of the information given by the author, not just to locate it. Skimming is a tool in
which he authors sequence cannot be observed, unlike scanning is which some predetermined
information is sought after.
Skimming is used when reading some general question in mind. It is used in making decision on
how to approach a text such as when determining if a careful reading is deserving and to build student
confidence and understanding that its possible to gain meaning without reading every word in a text. It
is used as a part of SQ3R method of reading, often for speed reading. This method involves the student
in Surveying, Questioning, Reading Reviewing and Reciting. Skimming is used for the initial survey
and for review. Skimming is a skill that a student may want to develop if they are planning to continue
with academic studies. It is often used in reviewing for a test.
The role of the teacher is that before the students starts reading, he teacher should guide the
students to ask themselves the following questions: What kind of audience was the text written for?
Was it, for example, the general public, technical readers or academic students? What type of text is it?
For example, a formal letter, an advertisement, or a set of instructions? The teacher should make the
following exercise.
1. The purpose of the exercise.
2. How deeply the text is to be read.
The role of the student is to read through the text in the following manner.
1.
2.
3.
4.
5.
6.

Read the title if any.

Read the introduction or the first paragraph.
Read the first sentence of each of the following paragraphs.
Read any headings or sub-headings.
Look at nay pictures or phrases that are in bold face or italics.
Read the summary or last paragraph.

INTENSIVE READING
Intensive Reading is 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
meaning of the text. The success of Narrow reading on improving reading comprehension is based on
the premise that the more familiar the reader is with the text, either due to the same author, the more
comprehension is promoted.
The materials used for intensive reading are usually very short texts not more that 500 words in
length or materials chosen for level of difficulty and usually, by the teachers materials chosen to
provide the type of reading and skills that the teacher wants to cover in the course.

Intensive reading is used when the objective of reading is to achieve full understanding of
logical argument rhetorical pattern of text, emotion, symbolic or social attitudes and purposes of the
author, linguistic means to an end and for study of content material that are difficult.
The advantages of intensive reading are that it provides a base to study structure, vocabulary
and idioms. It provides a base for students to develop a greater control of language. It provides for a
check on the degree of comprehension for individual students.
The disadvantages are that there is little actual practice of reading because of the small amount
of text. In a class with multi reading abilities, students may not be able to read at their own level
because everyone in the class is reading the same material. The text may or may not interest the reader
because it is chosen by the teacher. There is little change to learn language patterns due to the small
amount of text. Because exercises and assessments usually follow intensive reading, students may come
to associate reading with testing and not pleasure.
EXTENSIVE READING
Brown (1989) explains that extensive reading is carried out to achieve a general understanding
of a text. The aim of extensive reading is to build reader confidence and enjoyment. Extensive reading
is always done for the comprehension of main ideas, not for specific details.
Materials for extensive reading are materials with demand for both simplicity and authenticity
like graded readers available by major publishers (Cambridge Univ Press, Oxford and Penguin, etc,.)
The advantages of extensive reading is that
1.
2.
3.
4.
5.

The students may develop a reading habit.

Gain more confidence in reading.
Improve their attitude towards reading and become more motivated to level reading.
Feel more autonomous over their-own learning and more likely to take more initiative.
Become more independent readers being able to read for different purposes and being able to
change reading strategies for different kinds of texts.

SQ4R Reading Strategy

It is an effective strategy to help all students get the information that they need from text books.
It works for average, learning disabled, and gifted students whether they are elementary school or
college. There are variations to this strategy, including SQ3R, SRR and PQ4R, which involve more or
fewer steps.
The letters in SQ4R stand for the different steps that students should take in studying a text
book.
S stands for Survey. It involves skimming and scanning a chapter or assignment to get an idea of or
the material is all about and how it is organized. Students do this by reading all the headings and
sub headings in the assignment as well as the summary, if there is one. They also look at all
pictures, charts, tables, maps, and graphs and read their captions.
Q stands for Question. It involves writing a question (who, what, when, where, why, how) for each
heading and sub-heading in an assignment. If a heading is The cause of the Revolutionary War,

the question could be: What were the causes of the Revolutionary War? The question make
the students think about what they are going to learn. It gives purpose to their reading.
R (1) stands for Read. Students read the paragraph or paragraphs under a particular heading or subheading to get an answer to the question they developed. The students should only be reading a
small amount of material. Difficult material may have to be re-read. They should pay particular
attention to underlined, bold printed and italicized words and phrases. And they need to write
down all terms that they do not understand to look up after completing the assigned reading.
R (2) stands for Recite. Once a section under a heading or subheading has been read, students should
recite aloud in their own words the answer to their question for it. If a student doesnt know the
answer, the section needs to be re-read. If a question still cannot be answered, they may need to
write a better question for the material.
R (3) stands for Review. After you read the entire lesson using the questions, Read and Recite steps,
Review your notes or what you have highlighted. Check your memory of the content by reciting
the major sub-point under each heading. Do a final summary review of the introduction,
conclusion, and your notes/highlights. This helps you get the big picture of topics and ideas in
the chapter.
R (4) stands for Reflect. Mentally manipulate your new ideas, turn them over, speculate on them,
compare one with other, notice where they agree and differ. Organize and recognize these ideas
into larger categories or compress them into smaller units. Finally, free the ides from the chapter
and the book by incorporating them into your existing knowledge.

Works-cited
1. Sasikumar, V, P. Kiranmai Dutt, Geetha Rajeevan (ed). Communication Skills in English.New
Delhi: Cambridge University Press India Pvt. Ltd. 2009. Print.
2. http://www.concordiacollege.edu/directories/offices-services/academic-enhancement-andwriting-center/resources/sq4r-study-method/.web
3. http://www.fastol.com/~renkwitz/sq4r_study_method.htm.web
4. http://dearteacher.com/sq4r.web