TEACHING BASIC

COMPREHENSION
SKILLS
Presented By:

Coronel, Azel G.

WMSU
Jimenez, Jianne N.
Nonnong, Alliya S.
Saavedra, Jordana Gens A.
Sahibul, Nafisa A.
Saiyadi, Nazhwina S.

BEED 3A

WESTERN MINDANAO STATE UNIVERSITY

 WHAT IS READING
COMPREHENSION?
Reading Comprehension
is the ability to read text, process it
and understand its meaning. An
individual's ability to comprehend
text is influenced by their traits and
skills, one of which is the ability to
make inferences.
Recognition of the word is not
the ultimate goal in reading.
Without comprehension,
reading is mere verbalism.
In beginning reading, the printed word is
associated with the spoken word until the
child can make the same physical,
emotional, and mental responses to the
written word that he previously made to
the spoken word.

A basic word recognition skill is the

ability to associate the sound (spoken
word) with the visual stimulus (the written
word).
Yoakam describes comprehension as
follow:
comprehending reading matter involves the
correct association of meanings with word
symbols
the evaluation of meanings which are
suggested in context
the selection of the correct meaning
the organization of ideas as they are read
the retention of these ideas, and
their use in some present or future activity
Salazar states that comprehension
encompasses all the reading skills. It
begins with word perception,
recognition, and understanding and
makes use of study or
locational/research skills.
Comprehension is the means by
which appreciation skills are gained.
 There are four (4) main factors that
affect a reader’s comprehension, says
Salazar:

Prior Knowledge
Interest in the subject
Purpose in reading
Ability to decode.
 Basic Comprehension Skills
May gives four (4) categories of
comprehension skills and sub-skills:

1. Literal-thinking operations
translating text into mental images
following sequence of events,
ideas, or cause-effect
remembering significant details
2. Inferential-thinking operations
making predictions
reading between the lines
recognizing main ideas

3. Critical-thinking operations
distinguishing fact from nonfactual
detecting author bias
evaluating according to criteria
4. Creative-thinking operations
inventing flexible alternative to
author’s ideas or characters
applying old ideas to new
situations
translating ideas into an artistic
medium
Comprehension skills include the ability to:
identify main ideas make judgments
recognize details draw conclusions
develop mental images weed out
make inferences irrelevant ideas
predict outcomes recognize
follow directions propaganda
recognize author’s
organization
read critically
 Barett’s Taxonomy of
Reading Comprehension
The taxonomy consists of four (4) categories, each
one designed to identify a discrete subset of skills,
as follows:

1. Literal Recognition or Recall

1.1 recognition or recall of details
1.2 recognition or recall of main ideas
1.3 recognition or recall of sequences
1.4 recognition or recall of comparisons
1.5 recognition or recall of cause-and-effect
relationships
1.6 recognition or recall of character traits
2. Inference
2.1 inferring supporting details
2.2 inferring the main ideas
2.3 inferring sequences
2.4 inferring comparisons
2.5 inferring cause-effect-relationships
2.6 inferring character traits
2.7 predicting outcomes
2.8 inferring about figurative language
3. Evaluation
3.1 judgment of reality
3.2 judgment of fact or opinion
3.3 judgment of adequacy or validity
3.4 judgment of appropriateness
3.5 judgment of worth, desirability or
acceptability
4. Appreciation
4.1 Emotional response to plot or
themes
4.2 Identification with characters and
incidents
4.3 Reactions to the speaker’s use
of language
4.4 Imagery
 The Three Levels
of Comprehension
Level I. Reading the Lines
You can derive meaning from sequential words
and their grammatical relation to each other in
sentences, paragraphs, and chapters. The
reader converts the author’s thoughts into his
own using his personal experiences as “fillers”.
Level I enables you to recognize the main
thought of a paragraph. You can identify the key
words, main ideas, and supporting details. You
can follow the writer’s development of ideas.
Level II. Reading between the Lines
This type of comprehension expects you to be
more mature in your reading habits. You are able
to distinguish fact or opinion, interpret clues to
character and plot, sift the author’s ideas from
your own. You are also able to assess the
author’s competence and authority in the areas
being written about. Level II comprehension
requires the ability to recognize and interpret
literacy devices, such as metaphor, simile, irony
and etc.
Level III. Reading beyond the Lines

On this level, you are expected to recognize

implications, anticipate consequences, and
draw conclusion not stated by the author.
You are able to analyze and synthesize the
author’s thoughts, giving you a new insight
into the significance of both sets of ideas—
the author’s and yours.
 The Questioning
Technique to Develop
Comprehension

Fraenkel’s Taxonomy of Questions

1. Recall Questions.
The purpose of this kind of
question is to determine if the
pupils have.

Example:
"Who is the main character in the story
The Three Little Pigs?"
2. Descriptive Questions.
This type of question helps the pupils to put
together and organize the facts which they
have gathered to make some sense out of
their data. It is assumed that some type of
relationship exists, that there is some
continuity or sequence within the material
that can be identified.
Example:
"Describe the setting of the story
Goldilocks and the Three Bears."
3. Explanatory Questions.
With this type of question, pupils must
tell why they think as they do, in short,
they must explain the reason behind
their answers.

Example:
“Why do you think Goldilocks ran
away from the bears?”
4. Synthesizing Questions.
The purpose of synthesizing questions is
to get the pupils to suggest connects or
relationship that they believe contain data
support, and on what basis.

Example:
"How are the wolf in The Three Little Pigs
and the wolf in Little Red Riding Hood
similar?"
5. Open-Ended Questions.
open-ended questions require the
pupils to seek and determine for
themselves what they consider to be
acceptable answers.

Example:
"If you could change the ending of
Cinderella, what would happen instead?"
 Bloom’s Taxonomy
Applied to Questioning
Levels
 Bloom’s Taxonomy Applied to
Questioning Levels
Level I. Knowledge.
Requires students to recall or recognize
information. The student must rely on
memory or senses to provide the answer.
Sample Questions:
Define Newton's First Law of Motion
What is an adjective?
Level II. Comprehension.
Requires the student to go beyond simple recall
and demonstrate the ability to arrange and
organize information mentally. The student
must use previously learned information by
putting it in his/her own words and rephrasing it.

Sample Questions:
Explain the water cycle in your own words.
Interpret the nutritional information on a food
label.
Level III. Application.
Students are required to apply previously
learned information to answer a problem.
Sample Question:
Solve real-world problems using
quadratic equations.
Use the word “Cat” in a sentence.
Level IV. Analysis.

Students are required to use three kinds of

cognitive processes.

A. To identify causes, reasons, or motives (when

these have not been provided to the student
previously.)

Sample Question:
What do you think did the author mean by the
phrase of “blue door”?
B. To analyze information to reach a generalization or
conclusion.

Sample Question:
What do Philippine folk tales teach us about
Filipino culture?

C. To find evidence to support a specific occurrence,

event or situation.

Sample Question:
What examples from Noli Me Tangere show
social injustice?
Level V. Synthesis.
Students are required to use original and creative
thinking in (1) developing original communication; (2)
making predictions; (3) solving problems for which
there is no single answer.

Sample Questions:
How would you compose a poem that reflects the
themes we've discussed?
What alternative solutions can you propose for
reducing pollution in urban areas?
Level VI. Evaluation.
Requires the students to judge the merits of an
aesthetic work, an idea, or a solution to a problem.

Sample Questions:
Do you agree with the author's viewpoint?
Provide reasons for your stance.
What is your opinion on the effectiveness of the
proposed solution, and why?
Question Type Student Behavior Example Questions

Knowledge Recall, Recite What (who, when, where, why)

Describe, What is the main idea?

Comprehension
Summarize How is the major character portrayed?

What is the latitude of Philippines?

Application Solve, Show Jake has 20 cents; how many 5 cent s
tickers can he buy?

What does this paragraph mean?

Tell us about the author’s life?
Analysis Infer, Compare
How are plants and animals alike/differ
ent?
Question Type Student Behavior Example Questions

What is a good title for this painting?

Synthesis Create, Predict What will happen if we don’t clean our
surroundings?

Do you believe in capital punishment?

Evaluation Judge, Choose
Which cookies is the best?
Purpose of
Questions
Purpose of Questions

1. To stimulate pupils to think

2. To motivate pupils
 Purpose of Questions

3. To diagnose pupils' difficulties

4. To discover pupils' interests

Purpose of Questions

5. To help pupils organize and

evaluate

6. To aid pupils to relate pertinent

experiences to the lesson
Purpose of Questions

7. To develop new appreciations

and attitudes

8. To provide drill or practice

Purpose of Questions

9. To show relationships such as

cause and effect

10. To encourage the application of

concepts
Purpose of Questions

11. To encourage pupil evaluation

 Characteristics of a Good
Question (Lardizabal)
• Clear and simple
• Definite
• Challenging and thought-provoking
• Age and ability-appropriate
• Encourage extended responses
Do's in asking questions (Ornstein)
1. Ask questions that are stimulating and
not merely testing or drill.
2. Ask questions that are commensurate
with pupils' abilities.
3. Ask questions that are relevant to the
pupils.
4. Ask questions that are sequential.
5. Vary the length and difficulty of
questions.
6. Ask questions that are clear and simple.
7. Encourage pupils to ask each other
questions and to make comments.
8. Allow sufficient time for deliberation.
9. Follow-up incorrect answers.
10. Call on non-volunteers and volunteers.
11. Call on disruptive pupils.
12. Write the objective and summary of the
lesson as a question, preferably as a
problem.
13. Change your position and move around
the room.
Sample exercises for
developing
Comprehension Skills
 Noting Details ( Grade 1)
Read the story and answer the questions that follow:
One morning, Anna and her family went to the park. Anna and her little brother played on the
swings while their parents sat on a bench. They brought sandwiches and juice for a picnic.
When it was time to go home, Anna felt happy about their day at the park.

1. Where did Anna and her family go? 4. What did they do after eating?

a) To the park a) Went home

b) To the zoo b) Played basketball
c) To the beach c) Fed the ducks

2. What did Anna and her brother do at the park? 5. How did Anna feel at the end of the day?

a) Played on the swings a) Sad

b) Rode a bike b) Happy
c) Climbed a tree c) Angry

3. What did they bring for the picnic?

a) Pizza and soda

b) Sandwiches and juice
c) Cake and ice cream
 Sequencing Ideas (Grade 1)
Arrange the phrases that describe an activity. Number the first activity 1, the second
activity 2, and so on

Washing Hands
___ Dry your hands with a towel.
___ Rinse your hands with water.
___ Turn off the faucet.
___ Put soap on your hands and rub them together.
___ Turn on the faucet.

Getting Ready for School

___ Eat breakfast.
___ Go to school.
___ Put on school uniform.
___ Brush your teeth.
___ Pack your school bag.
 Arranging Events in a Story
(Grade 1)
Read the story first. Then arrange the events in the story in the order that they happened. Number the
first event as 1, the next as 2, and so on.

A trip to grandma’s house

Today is Saturday, and Mia is visiting her grandmother. She wakes up early and eats breakfast. Then,
she helps her mom pack their bags. After that, they ride the bus to Grandma’s house. When they
arrive, Mia hugs her grandmother and gives her flowers.

___ Mia helps her mom pack their bags.

___ Mia wakes up early.
___ They ride the bus.
___ Mia eats breakfast.
___ Mia gives flowers to her grandma.
 Predicting Questions (Grade 2)
1. What do you think will happen if you forget to water a plant for a long time?

a) It will grow faster.

b) It will wither and die.
c) It will turn into a tree.

2. What do you think will happen if a student does not do their homework?

a) The teacher will praise them.

b) They might get in trouble and not understand the lesson.
c) They will receive extra rewards.

3. What will happen if people don’t follow traffic rules?

a) Roads will be safer.

b) There will be more accidents.
c) People will drive better.

4. What will happen if a child never eats fruits or vegetables?

a) They will become strong and healthy.

b) They might become weak and get sick often.
c) They will grow taller overnight
 Answering “wh” questions
(Grade 3)
Liam and his sister Mia visited their grandfather’s farm last weekend. They woke up
early to help feed the chickens and collect eggs. Their grandfather showed them
how to plant vegetables in the garden. In the afternoon, they rode horses and
played near the river. Before going home, they thanked their grandfather for the
fun day at the farm.

1. Who did Liam and Mia visit?

2. What did they do in the morning?
3. Where did they play in the afternoon?
4. When did they visit the farm?
5. Why did they thank their grandfather?
6. How did they help on the farm?
 THANK YOU!

WMSU

WESTERN MINDANAO STATE UNIVERSITY