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—    distinguishing the main idea from supporting details,

—    extracting salient points to summarise (the text, an idea etc.),

—    selective extraction of relevant points from a text,

—    basie reference skills,

—    skimming,

—    scanning to locate specifically reąuired information,

—    transcoding information to diagrammatic display.

Harmer (1991:183-184) suggests a different division into the following skills:

—    predictive skills,

—    extracting specific information,

—    getting the generał picture,

—    extracting detailed information,

—    recognising function and discourse patterns,

—    deducing meaning from context.

Broughton et al. (1980:211), as shown below, suggest yet another distinction of aspects of reading:

1.    lower order mechanical skills:

-    recognition of letter shapes,

-    recognition of linguistic elements (phoneme / grapheme, word, phrase, clause pattem, sentence, etc.),

-    recognition of sound / letter spelling pattem correspondence (ability to ‘bark in print’),

-    slow reading speed

2.    higher order comprehension skills:

-    understanding plain sense (lexical, grammatical, rhetorical),

-    understanding significance (logical, author attitude / purpose, cultural relevance / setting, reader reaction),

-    evaluation (content, form),

-    flexible reading speed,

3.    appropriate to purpose skills:

-    reading aloud,

-    silent reading:

a)    surveying, skimming, superficial, content study, language study (foreign language, literary),

b)    extensive, intensive.

Tanner and Green (1998: 62) enumerate a number of reading techniąues learners may use to cope with a reading task. The following are included on the list:

L skimming - reading through a passage swiftly in order to grasp the gist (main idea),

2.    scanning 11 reading a passage ąuickly to find specific information,

3.    contextual guessing - guessing the meaning of unknown words form the surrounding context - words or situation,

4.    cloze exercise - blank-filling exercise in which certain words are omitted; this reading techniąue measures ho w the reader understands text organisation,

5.    outlining - note-taking techniąue aimed at helping readers grasp overall text organisation,

6.    paraphrasing - the ability to express ideas in other words without altering the meaning; paraphrasing measures the reader’s ability to grasp main ideas in and of the text,

7.    scrambled stories / jigsaw reading - reordering the mixed-up pieces of a text to show the comprehension of how it fits together,

8.    information transfer —J;readers transfer information obtained from the text to another form of text or drawing related by the topie (drawing a route on a map, filling in a chart or table), this type of activity is madę use of to demonstrate the understanding of the reading passage,

9.    making inferences - understanding what is meant but not clearly stated in a text (reading ‘between the lines’),

10.    intensive reading - reading carefully for complete, detailed understanding (details, vocabulary, main ideas, etc.),

11.    extensive reading - reading widely to improve text comprehension, reading speed and vocabulary,

12.    passage completion - finishing a reading passage which involves predicting a plausible conclusion dependant on text content and its thorough understanding.

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