1. Reading styles

2. Skimming
Skimming means to read a page or handout - skip read - by reading the headings and first sentences of each paragraph or section. It usually takes three forms: Preview, Overview and Review.

3. Scanning
Scanning differs from skimming in that you do not deal with all of the content, but search through the material for a specific purpose or a specific word (or its synonym):
finding the answer to a question
seeking an appropriate quotation reference or statement
locating names in a directory, words in a dictionary, prices in a catalogue, etc.
When you scan, you cover only as much of the content as is necessary to accomplish your purpose.

4. In-depth reading
In-depth (or detail) reading is the most involved and essential. The purpose of this style is to understand the concepts and arguments that the text contains. It should be done after skimming the text.

5. Critical reading
Critical reading is the process of reading that goes beyond just understanding a text. Critical reading involves:
carefully considering and evaluating the reading
identifying the reading's strengths and implications
identifying the reading's weaknesses and flaws
looking at the 'big picture' and deciding how the reading fits into the greater academic context (the understandings presented in other books and articles on this topic)

6. Critical reading
In brief, you are actively responding to the reading. Critical reading is useful at all stages of academic study, but is particularly important when writing an article critique or a literature review.
Critical reading often involves asking questions about the reading. In particular, you are examining the strengths and weaknesses of the reading's argument.

7. Reading comprehension
Reading involves the almost automatic processing and understanding of text at several levels:
The vocabulary and the meaning(s) carried by the words
the sentences and the way phrases and clauses are connected within a sentence, with the signals for this given by the punctuation;
the paragraphs - the order of the ideas, the type of ideas and the linking of ideas

8. References and further reading
Gawith, G. (1991). Power learning: A student's guide to success. Lower Hutt, New Zealand: Mills Publications. [Massey Library link]
Mulcahy, R. F., Marfo, K., Peat, D. W., & Andrews, J. (1987). SPELT: A strategies program for effective learning/thinking - inservice edition. Edmonton, Canada: Cognitive Education Project, Department of Educational Psychology, University of Alberta.