Scribd
Upload
72 views

Viewing Comprehension

Here are the answers to the questions: 1. Viewing 2. Pre-viewing, During viewing, After viewing/Responding 3. Appreciation 4. Literal comprehension 5. Appreciation 6. Inferential comprehension 7. Evaluation comprehension 8. Reorganization comprehension

Uploaded by

Charles Carmelotes
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
72 views

Viewing Comprehension

Here are the answers to the questions: 1. Viewing 2. Pre-viewing, During viewing, After viewing/Responding 3. Appreciation 4. Literal comprehension 5. Appreciation 6. Inferential comprehension 7. Evaluation comprehension 8. Reorganization comprehension

Uploaded by

Charles Carmelotes
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 15

G r o u p 4

Power Rangers
m p o r t a n c e
I
of
Viewing
Comprehension
I mportance of Viewing
Comprehension
What is viewing?
viewing is defined as an active process of attending and
comprehending visual media, such as television, advertising
images, films, diagrams, symbols, photographs, videos, drama,
drawings, sculpture, and paintings.

So ‘viewing’ is about ‘reading’ – analyzing, evaluating, and


appreciating – visual texts. Viewing is an active rather than a
passive process.
WHY VIEWING IS
IMPORTANT?
As the majority of texts you are accessing outside the classroom are visual texts and multimodal
texts which use images, surely it is essential for you to know how to ‘read’ – analyze and evaluate
– these types of texts in the classroom. Furthermore, the majority of these multimodal texts –
YouTube videos, infographics, websites, blogs, and social media sites – are a combination of print
text and image, where the image, far from distracting from the text, actually enhances it.

Therefore, viewing is important because as you are dealing with mainly multimodal texts you
need to understand them and become more effective, active, and critical viewers to be able to
participate fully in society. Viewing helps you develop the knowledge and skills to analyze and
evaluate visual texts and multimodal texts that use visuals. Viewing also helps you acquire
information and appreciate ideas and experiences visually communicated by others.
It’s important that students are aware that understanding the viewing
process is as important as understanding the listening and reading
process. Students should understand that effective, active viewers
engage in the following procedure:

PRE-VIEWING:
Students prepare to view by activating their schema (the prior knowledge they bring to the
study of a topic or theme), anticipating a message, predicting, speculating, asking questions,
and setting a purpose for viewing.

DURING VIEWING:
Students view the visual text to understand the message by seeking and checking
understanding, by making connections, making and confirming predictions and inferences,
interpreting and summarising, pausing and reviewing, and analyzing and evaluating. Students
should monitor their understanding by connecting to their schema, questioning and reflecting.

AFTER VIEWING/RESPONDING:
Students should be given opportunities to respond personally, critically and creatively to
visual texts. Students respond by reflecting, analyzing, evaluating and creating.
L e v e l s
of
Viewing
Comprehensions
1 . Literal
Comprehension
what is actually stated, limited to
facts and detail, surface
understanding only (label, list,
name, relate, recall, repeat and
state). Test in this level are
objective, true and false, multiple
choice, fill in the blanks and
questions like who, when and
where.
2. Reorganization
Comprehension
is based on a literal understanding of reading material or
event and then using information gained from various
parts of the material or event and rearranging them into
new patterns that integrate them into your idea for
further understanding. It also requires an ability to
analyze, digest, evaluate and come up with a unique view
of a situation or event.
3.Inferential
Comprehension
is the ability to make valid inferences from the
facts and information received or found in a
text. At this level, you must read between the
lines to understand the texts in the reading
material. It involves understanding the facts
even if not explicitly stated in the reading
material.

It explores answers to questions that begin with


“Why and How” because such questions have to
get their implied meaning answered or
comprehended.
4. Evaluation
Comprehension
requires a deeper understanding of
the topic or event. It involves
analyzing and weighing an event or
an author’s intent, opinion,
language, and style of presentation.

It also includes evaluating the From The Start


Laufey
appropriateness of the author’s
devices in achieving his aim and
then making inferences based on the
mona lisa fact or idea implied in the event or
mxmtoon reading material.
5. Appreciation
Comprehension

goes beyond merely decoding the text or


audio and making sense of it. It also involves
giving reactions and thoughts about material
or events based on a deeper understanding
of the situation or text.
Any
Questions?

That’s All
Thank you!
Questions:
1 . Is defi ned as an acti ve process of attendi ng and
comprehendi ng vi sual medi a, such as tel evi si on, adverti si ng
i mages, fi l ms, di agrams, symbol s, photographs, vi deos,
drama, drawi ngs, scul pture, and pai nti ngs.
2 . What are the 3 acti ve vi ewi ng strategi es?
3. What i s the hi ghest of Barrett’ s Taxonomy of
Comprehensi on Ski l l s?
4 . What type of Barrett‘ s Taxonomy of Comprehensi on Ski l l s
that Test the objecti ve, true and fal se, mul ti pl e choi ce, fi l l
i n the bl anks and questi ons l i ke who, when and where.
Questions:
5. What type of Barrett’ s Taxonomy of Comprehensi on Ski l l s that i nvol ves
gi vi ng reacti ons and thoughts about materi al or events based on a deeper
understandi ng of the si tuati on or text.
6. Thi s i s the type of Barrett’ s Taxonomy of Comprehensi on Ski l l s that
expl ores answers to questi ons that begi n wi th “Why and How” because such
questi ons have to get thei r i mpl i ed meani ng answered or comprehended.
7. Thi s i s the type of Barrett’ s Taxonomy of Comprehensi on Ski l l s that
i ncl udes eval uati ng the appropri ateness of the author’ s devi ces i n achi evi ng
hi s ai m and then maki ng i nferences based on the fact or i dea i mpl i ed i n the
event or readi ng materi al .
8. It i s based on a l i teral understandi ng of readi ng materi al or event and
then usi ng i nformati on gai ned from vari ous parts of the materi al or event
and rearrangi ng them i nto new patterns that i ntegrate them i nto your i dea
for further understandi ng.

You might also like