TMS3719
Assessment 4
Due 2025
, TMS3719
ASSESSMENT 04
Due 2025
Question 1: Teaching Scanning and Skimming
1.1 Pre-reading Activities for Enhancing Reading with Understanding
1.1.1 Scanning
Scanning is a rapid reading technique used to locate specific information within a text
(Grabe & Stoller, 2019). Its effectiveness in an additional language classroom lies in its
focus on selective attention, enabling learners to navigate texts efficiently. The
underlying assumption is that reading does not always require linear comprehension but
often demands targeted retrieval of facts for practical or academic purposes.
Example Application: In the Grade 10 classroom, learners scan for technological
terms such as “internet protocol address” or “neuroscience”. This approach assumes
that learners possess basic decoding skills enabling them to locate keywords without
full comprehension of surrounding sentences. The tension here is that learners with
limited vocabulary might struggle to identify even the targeted words, suggesting the
need for pre-teaching technical vocabulary alongside scanning tasks.
Broader Implication: Scanning enhances learners’ confidence in approaching
academic texts by demystifying dense informational material, thus preparing them for
examination contexts and professional environments that prioritise speed and accuracy
in reading.
1.1.2 Skimming
Skimming involves reading quickly to grasp the overall meaning of a text (Nation, 2013).
It assumes that general understanding is often sufficient for informed decision-making in
reading tasks.
Assessment 4
Due 2025
, TMS3719
ASSESSMENT 04
Due 2025
Question 1: Teaching Scanning and Skimming
1.1 Pre-reading Activities for Enhancing Reading with Understanding
1.1.1 Scanning
Scanning is a rapid reading technique used to locate specific information within a text
(Grabe & Stoller, 2019). Its effectiveness in an additional language classroom lies in its
focus on selective attention, enabling learners to navigate texts efficiently. The
underlying assumption is that reading does not always require linear comprehension but
often demands targeted retrieval of facts for practical or academic purposes.
Example Application: In the Grade 10 classroom, learners scan for technological
terms such as “internet protocol address” or “neuroscience”. This approach assumes
that learners possess basic decoding skills enabling them to locate keywords without
full comprehension of surrounding sentences. The tension here is that learners with
limited vocabulary might struggle to identify even the targeted words, suggesting the
need for pre-teaching technical vocabulary alongside scanning tasks.
Broader Implication: Scanning enhances learners’ confidence in approaching
academic texts by demystifying dense informational material, thus preparing them for
examination contexts and professional environments that prioritise speed and accuracy
in reading.
1.1.2 Skimming
Skimming involves reading quickly to grasp the overall meaning of a text (Nation, 2013).
It assumes that general understanding is often sufficient for informed decision-making in
reading tasks.
