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© Swanshurst School Reading For Information
© Swanshurst School What is Reading for Information? Reading for information is very different to reading narrative texts. It is, therefore, important to be aware of the challenges posed by reading for information
© Swanshurst School Prior knowledge Writers of information books often make assumptions about the knowledge their readers will bring to their texts. Without this understanding readers may not be able to connect new information with what they already know and thereby create meaning.
© Swanshurst School Subject specific vocabulary Writers assume familiarity with subject-specific vocabulary. However, some of this vocabulary may be unknown to the reader and some familiar words may be used in new and unfamiliar ways.
© Swanshurst School Grammar The grammatical features of information texts are often different from narrative texts: The sentence structure of information texts can be demanding. Sentences invariably consist of more than one clause and the more clauses in a sentence, the greater the demands made upon the reader. Passive verbs are commonly used in information texts and textbooks (are compared, are logically related to) though active verbs are usually easier to read and make sense of, particularly when used in a negative statement. Turning verbs into nouns is often preferred to active verbs, such as formation in preference to If we form… or Smoking is… instead of People who smoke…
© Swanshurst School High levels of information – dense texts! Ideas may be communicated in texts which are very dense: there may be high levels of information transfer and little helpful redundancy (repetition of ideas in different terms) in the language, increasing the need for the reader to close-read, to monitor that reading and to take effective, remedial action when in difficulty.
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© Swanshurst School Supporting reading for information.
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