17. Introductory reading

Introductory reading is a cognitive reading in which the subject of attention of the reader becomes the entire speech work (book, article, story) without setting to receive certain information. This reading is “for oneself”, without prior special installation for the subsequent use or reproduction of the information received.

During the introductory reading, the main communicative task facing the reader is to, as a result of a quick reading of the entire text, extract the basic information contained in it, that is, find out what questions and how are solved in the text what exactly it says issues. It requires the ability to distinguish between primary and secondary information.

Learning reading provides the most complete and accurate understanding of all information contained in the text and its critical understanding. This is a thoughtful and unhurried reading, suggesting a focused analysis of the content of the text being read based on the language and logical links of the text. His task is also to develop the ability of the student to independently overcome difficulties in understanding a foreign language. The object of the "study" with this type of reading is the information contained in the text, but not language material. It is the learning reading that teaches respect for the text.

Viewing reading assumes reception of general idea about readable material. Its purpose is to get a very general picture of the topic and range of issues covered in the text. This is a quick, selective reading, reading the text in blocks for a more detailed acquaintance with its "focusing" details and parts. It can also be completed by formatting the results of the read in the form of a message or an abstract.

Search reading is focused on reading newspapers and specialty literature. His goal is to quickly find in the text or in an array of texts quite definite data (facts, characteristics, figures, indications). It is aimed at finding specific information in the text. The reader is aware from other sources that such information is contained in this book, article. Therefore, based on the typical structure of the data of texts, he immediately turns to certain parts or sections, which he subjects to searchable reading without detailed analysis. In a searchable reading, the extraction of semantic information does not require discursive processes and is automated. Such reading, as well as viewing, presupposes the ability to navigate the logical-semantic structure of the text, select from it the necessary information on a specific problem, select and combine information from several texts on individual issues.
Search reading is focused on reading newspapers and specialty literature. His goal is to quickly find in the text or in an array of texts quite definite data (facts, characteristics, figures, indications). It is aimed at finding specific information in the text. The reader is aware from other sources that such information is contained in this book, article. Therefore, based on the typical structure of the data of texts, he immediately turns to certain parts or sections, which he subjects to searchable reading without detailed analysis. In a searchable reading, the extraction of semantic information does not require discursive processes and is automated. Such reading, as well as viewing, presupposes the ability to navigate the logical-semantic structure of the text, select from it the necessary information on a specific problem, select and combine information from several texts on individual issues.

In training conditions, search reading appears more like an exercise, since the search for this or that information, as a rule, is carried out on the instructions of the teacher. Therefore, it is usually a related component in the development of other types of reading. For viewing reading the volume of texts should be several times more texts for introductory reading. The information richness of texts is not significant for this type of reading.
The formulation of the task to read the text. The task creates an installation for reading: the student must clearly understand the purpose for which the text is read, which techniques corresponding to this goal he should use. Examples:
Viewing reading: Determine what the text says; Find an article in the newspaper about ...; Find in the text a quote about ....