Another important variable is what individuals bring to a text in terms of previous knowledge, interests and reading tastes. How important is it that students learn to use these reading styles in your subject?

Obviously there are differences from subject to subject. As they get older, students are expected to engage in more independent study and it is often at this point that their inability to read in different ways for different purposes becomes obvious

Weaker readers have a limited repertoire of reading styles. Some are capable of fluent, continuous reading but unable or unwilling to vary this. Some are resistant to close reading but prefer to scan the text for the ‘right answer’. Others are inefficient skimmers and scanners, feeling that they are somehow ‘cheating’ if they do not read every word.

In setting reading tasks, teachers should show or tell students which reading style would be most effective. How do you teach these ways of reading?

Demonstrate and model different reading styles – eg using an enlarged text._ Walk students through the organisation and presentational devices in textbooks in your subject.

Discuss with students when different styles are appropriate.

Give students opportunities to reflect on how they read specific texts.

Monitor the range of reading and patterns of success and be alert to weaknesses