MODULE

READING
STRATEGY
BY

BAMBANG MOHAMAD KARTONO

SMAN 1 INDRAMAYU
JL. SOEKARNO-HATTA, INDRAMAYU
 PRACTICE WITH VOCABULARY
1. Understanding words in context
Look at the underlined word and write its meaning on the line.
Example I A cutlass is a short, curved sword.
sword
You should write “sword” as the meaning of “cutlass” because the definition of “cutlass” is
included in the sentence.
Read the paragraph and circle the letter of the word or phrase that completes the sentence.

Example II In law, a nuisance is an act that has no legal justification and which interferes
with the safety or comfort of other people. Public nuisances, those which are
injurious to the community, may be prosecuted as crimes.
A public nuisance is
(A) a protective law an injurious act
(B) an injurious justification
(C) a legal justification
(D) a safety precaution
You should circle (B) because a “nuisance” is an act which interferes with the safety of others,
that is, an injurious act.

A. USING THE VERB “TO BE”

The object following the verb “to be” is frequently used to identify the subject.
Example A salmon is a fish.
The meaning of “salmon” is identified by the word “fish.”

B. USING APPOSITIVES
A noun or noun group that follows a noun and is set off by commas is called an appositive. It
identifies the noun it follows.
Example I Mercury, the silver-colored metal used in thermometers, is usually in a liquid
form.
The meaning of “mercury” is identified by its appositive, “the silver-colored metal used in
thermometers.”
By adding the words “which is/are” or “who is/are,” you can test if the noun is an appositive.

Example II Mercury, which is the silver-colored metal used in thermometers, is usually in a

liquid form.

C. USING PUNCTUATION
Punctuation marks are sometimes used to set off a word that is being used to identify another
word. Some of the punctuation marks you may see used in this way are:

commas , brackets []
dashes – single quotation marks „„
parentheses () double quotation marks ““

Example In laser printing, the greater the number of dpi (dots per inch), the higher the
quality of the image produced.
The meaning of “dpi” is identified by the words in parentheses, “dots per inch.”

D. USING “OR”
A word or phrase is sometimes identified by synonym following the word “or.”
Example The husky, or sled dog, of the North is a hardy breed.
The meaning of the word “husky” is identified by the words “sled dog” following the word “or”

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E. USING EXAMPLES
A word or phrase is sometimes identified by examples. These terms often introduce examples:

as for example such as

like for instance

Example I Percussion instruments, such as drums, cymbals, and tambourines, were the
preferred instruments in the study.
The meaning of “percussion instruments” is identified by the three examples: “drums,”
“cymbals,” and “tambourines.”
Sometimes the word or words used in the example can be identified by the word that is
exemplified.

Example II Everything we know about early humans such as Neanderthals is based on

fossilized remains.
The meaning of “Neanderthals” is identified by the words that it is an example of: “early
humans.”

F. USING CLAUSES
Adjective clauses sometimes identify words. They are introduced by these words:
that where who
when which whom
Example Airships, which are cigar-shaped, steerable balloons, have many uses, such as
filming, advertising, and entertainment.
The meaning of “airships” is identified by the adjective clause “which are cigar-shaped,
steerable balloons.”

G. USING REFERENTS
Referents are words that refer back to or forward to other words in the sentence or paragraph.

Example The solar-powered batteries in the ERS-1 are expected to function for at least
two years, during which time this satellite will be able to gather more information
than any previous satellite.
The meaning of “ERS-1” is identified by its referent, “satellite.”

H. USING CONTRASTS
Sometimes the meanings of words can be understood because they are in contrast to another
word in the sentence. Some words that indicate a contrast are:
but in contrast or
despite in spite of unlike
however instead whereas

Example The brief scenes in the movie focus on the boy’s point of view, whereas the
longer scenes depict the father's side.
“Brief” scenes are understood to be “short” scenes because they are in contrast to the “longer”
scenes.

I. USING OTHER WORDS IN THE SENTENCE

Other words in a sentence can sometimes help identify a word.
Example In order to sip the nectar with its long tongue, the bee must dive into the flower
and in so doing becomes dusted with the fine pollen grains from the anthers.
We can guess that “nectar” is the substance that bees collect from a flower because the bee
must “sip ... with its long tongue” and “dive into the flower.” We can guess that “anther” is a part
of the flower because the bee gets “dusted with the fine pollen grains from the anthers” when it
dives into the flower.

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 PRACTICE WITH MAIN IDEAS
All well-written paragraphs have a main idea. The main idea is what the paragraph is about.
Questions concerning the main idea may be phrased in different ways.

the main topic of

the main idea of
the subject of
(A) What is the main idea expressed in the passage?
the main purpose of
the primary topic of
the primary purpose of
the main theme in

(B) The passage deals mainly with

is mainly about
(C) With what topic is the passage primarily concerned?
The topic of the passage is usually stated in the first sentence, although other positions are also
possible. Read the following paragraph.
The family heard the siren warning them that the tornado was coming. They hurried to the cellar. The roar
of the tornado was deafening, and the children started crying. Suddenly it was silent. They waited awhile
before they went outside to survey the damage.
In the preceding paragraph, the topic – the tornado – is stated in the first sentence. In the
following paragraph, the main topic is stated in the last sentence.
The family hurried to the cellar and waited. First. they heard the pounding of the hailstones. The wind
became deafening, and the children started crying. Suddenly it was silent. They waited awhile before they
ventured outside to see the damage the tornado had done.
Sometimes the topic is not stated in the passage at all but is implied, as in the following
passage.
The sky became dark and threatening. A funnel of dust began forming in the air and soon reached down
to touch the ground. Debris was seen swirling around as everything was swallowed up, twisted, and then
dropped.
Although “tornado” is not mentioned in the passage, it has been implied by the description (“a
funnel of dust ... in the air,” “debris ... swirling;” “twisted”).

1. Locating topics
Read the following passages. Underline the word or words that give the “topic” of each
passage. If the topic is implied, then write the topic in the space.
Example Gilbert and Sullivan are best known for a series of operas that they collaborated
on. Gilbert‟s humorous plots and paradoxes combined with Sullivan‟s music have
made their operas unforgettable. Written in the nineteenth century, these operas
maintain their popularity today.
___________________________________________________________

You should underline “Gilbert and Sullivan” and “operas” because the passage is mainly about
the operas that Gilbert and Sullivan wrote. You would leave the space empty because the topic
is stated rather than implied.

2. Selecting a topic sentence

In the following passages only the supporting ideas are given. The passages are followed by
three possible topic sentences. Circle the letter that would best introduce the passage.
Example In Greek and Roman times, the cavalry was comprised of members of noble
families. This distinction continued up to the Middle Ages. After the invention of
gunpowder, this branch of the military service underwent great changes. With the

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 development of heavy artillery and air forces, this service has almost
disappeared.
(A) The cavalry has been displaced by armored regiments.
(B) Cavalry regiments still retain a mounted squadron for ceremonial duties.
(C) The cavalry is the part of an army consisting of troops that serve on
horseback.
Both (A) and (B) discuss the cavalry situation of today. However. the passage discusses the
cavalry from Greek and Roman times until today. Therefore, you should circle (C) because it
introduces the topic – cavalry – by giving an explanation of what a cavalry is.

3. Checking the topic

Each of the following passages is followed by a sentence that states a topic. If the stated topic
is correct, go on to the next passage. If it is not correct. write the topic.
Example The Pre-Raphaelite brotherhood was a school of artists formed in about 1848.
The Pre-Raphaelites‟ ideal was absolute fidelity to nature. For a time, this school
of thought greatly influenced art developments throughout Europe. However,
within a decade the movement had disbanded.
The main topic of the passage is “the disbanding of the Pre-Raphaelite
movement.”
the Pre-Raphaelite movement
The main topic of the passage is not the disbanding of the Pre-Raphaelite movement.
Therefore, you would write the topic “the Pre-Raphaelite movement” in the space.

PRACTICE WITH UNDERSTANDING DETAILS AND RESTATEMENTS

In order to understand a reading passage, you need to be able to:

1. Identity what the referents are referring to

Instead of repeating the same words, writers use pronouns and short phrase to refer to
these words. These are called “referents”. They may refer back to a previously used word,
phrase, or idea or participate a word, phrase, or idea that will follow.

Refer to the previous paragraph while looking at the following:

In the sentence Instead of repeating the same words, writers use pronouns and short
phrases to refer to these words, these words refers to “the same words.”

These in These are called “referents,” refers to “pronouns” and “short phrases:”

They in They may refer back to a previously used word, phrase, or idea or anticipate a
word, phrase, or idea that will follow refers to “referents.”

All of the highlighted words are referents. Improving your understanding of referents will help
you to follow the flow of ideas in reading passages, to answer specific referent questions,
and to answer questions in general.

2. Follow the flow of ideas by paying attention to transitions and connectors.

The following list consists of transition words and connecting words that will help you to
follow the flow of ideas.

Words that:
qualify but, however, although, yet, except far
emphasize surely, certainly, indeed, above all, most important
illustrate for example, next, for instance, thus, such, such as
contrast unlike, in contrast, whereas, on the other hand, instead
concede although, yet, nevertheless, of course, after all
conclude finally, in conclusion, at last, in summary, to sum up
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 add in addition, also, moreover, then, first, second (etc.)
compare similarly, like, in the same way, both, equally important
explain now, in addition, furthermore, in fact, in this case, at this point
state a consequence therefore, as a result, consequently, accordingly, otherwise

Locating referents
Read the following statements. Find the referent for the underlined word or words and write it in
the space.
Example Because of their vitality and pervasiveness, some familiarity with Greek myth and
legend is almost indispensable to a full appreciation of European culture.
their: Greek myth and legend
“Greek myth and legend” have “vitality and pervasiveness.”

Understanding referents
Read each passage. Circle the letter of the correct answer to the question that follows each
passage.
Example Differences in the way men and women process language is of special interest to
brain researchers. It has been known that aphasia – a kind of speech disorder –
is more common in men than in women when the left side of the brain is
damaged in an accident or after a stroke. However, women are more likely than
men to suffer aphasia when the front part of the brain is damaged. This clearly
indicates that the brains of men and women are organized differently in the way
they process speech.
The word they in the passage refers to
(A) men
(B) women
(C) brains
(D) researchers

You should circle (C) because brains are organized differently in the way they process speech.

Understanding transitions and connectors

Example Although potatoes are richer in food value than any other vegetable, they are not
always a wise choice for a garden crop because they need a considerable
amount of room. Consequently,
(A) they are the most common vegetable in a garden.
(B) people don‟t eat potatoes very much.
(C) they can be more economically grown on farms.
(D) farmers overcharge for their potatoes.
You should circle (C) because if potatoes are not a wise choice for a garden because of the
amount of room they need, they could be grown on a farm more economically, since a farm
does have adequate space.

Understanding exceptions
Read each passage. Circle the letter of the correct answer to the question that follows each
passage.
Example Today‟s readers look for knowledge and information through more than just an
encyclopedia. Knowledge, information, data. and images race around the world
in ever-increasing speed. With a quick press of a key on the computer keyboard,
data from some of the great libraries in the world can be called onto a screen for
immediate perusal.
The author mentions all of the following means of accessing information EXCEPT
(A) encyclopedias
(B) television
(C) computers
(D) libraries

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The author‟s mention of a screen is in reference to a computer screen and not to a television
screen. Therefore, the only means of accessing information not mentioned is television (B).

PRACTICE WITH INFERENCES

When you read a passage, some details are not stated explicitly, but they can be understood
from the other details that are stated. Read the following statement:

Dr. Smitten and two other psychologists chose twenty-five children for their study: five
from Campbell, ten from other multiracial schools in Miami, and the rest from multiracial
schools in other cities in Florida.

The details stated are:

1. Dr. Smitten and two other psychologists chose twenty-five children for a study.
2. Five children were from Campbell.
3. Ten children were from other schools in Miami.
4. The rest were from schools in other Florida cities.

What is not stated but must be understood?

1. What kind of doctor is Dr. Smitten?
You understand that Dr. Smitten is a psychologist because it can be inferred from the
phrase “and two other psychologists.”
2. How many psychologists were doing the study?
You understand that three psychologists were doing the study because it can be inferred
from the phrase “Dr. Smitten and two other psychologists.”
3. What and where is Campbell'?
You understand that Campbell is a multiracial school in Miami because it can be inferred
from the phrase “other multiracial schools in Miami.”
4. What and where is Miami?
You understand that Miami is a city in Florida because it can be inferred from the phrase
“other cities in Florida.”
5. How many children from other cities in Florida were chosen for the study?
You understand that ten children came from other cities because it can be inferred from the
phrase “chose twenty-five children, five from .... ten from.... and the rest from other cities.”
6. What was the study probably about?
You understand that the study was probably about some aspect of children in multiracial
school environments because it can be inferred from the phrases “multiracial schools in
Miami” and “multiracial schools in other cities” that “multiracial” was an important factor in
choosing the children from those schools.

Some details are neither stated nor implied. Therefore, you cannot answer the following
questions:
1. When did the study take place?
2. Why was the study done?
3. What were the results of the study?

Identifying inferences in statements

Circle the letter of those inferences that can be made from the information given in the
statement. There may be more than one possible inference.
Example The lesser North American poets are more popular with children than major poets
because they are direct and clear.
(A) Children have difficulty understanding major poets.
(B) Minor poets write poetry for children.
(C) There are fewer poets writing for children than writing for adults.
(D) Indirect and hidden meanings are used in the poetry of major poets.
You should circle (A) because it can be inferred that the poetry of major poets is difficult for
children because, unlike that of minor poets, it is not direct and clear. You should not circle (B)
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because it cannot be inferred if either minor or major poets write for children, or (C) because
“lesser” means “minor poets,” not “fewer poets.” You should circle (D) because it can be inferred
that if children like the lesser poets because they write more directly and clearly, the major poets
use indirect ways of expressing ideas and hide meanings by use of symbols.

Identifying inferences in paragraphs

Read the passages and the statements that follow. Write “I” in the space if the statement is an
inference. Write “R” if the statement is a restatement. Leave the space blank if the statement is
neither an inference nor a restatement.
Example Francis Gary Powers survived when his high-flying reconnaissance aircraft was
shot down over the Soviet Union in 1960. He was convicted of espionage after a
trial in Moscow. Later, Powers was returned to the United States in exchange for
Soviet spy Rudolf Abel. Powers was killed in a helicopter crash in California in
1977.
(A) R Powers was found guilty of spying in the Soviet Union.
(B) I Rudolf Abel was being held by the United States for spying.
(C) ____ Powers was killed during a reconnaissance mission.
You should write “R” for (A) because to be “convicted of espionage” means the same as to be
“found guilty of spying.” You should write “I” for (B) because Rudolf Abel must have been held
by the United States if the Americans exchanged him for Powers. You should leave (C) blank
because no information is given on why Powers was flying the helicopter (for example, for work
or for recreation).

Drawing conclusions
Read the following statements and circle the letter of the best answer based on the information
given.
Example Few school curriculums include a unit on how to deal with bereavement and grief,
and yet all students at some point in their lives suffer from losses through death
and parting.
What topic would probably NOT be included in a unit on bereavement?
(A) How to write a letter of condolence
(B) What emotional stages are passed through in the healing process
(C) How to give support to a grieving friend
(D) What the leading causes of death are
Bereavement is the state of experiencing the death of a relative or friend. Since the leading
causes of death are not relevant to the particular death that a person may have to deal with, you
should circle (D).