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Reading Comprehension RW

This document provides information on reading comprehension. It discusses that reading comprehension involves understanding the overall meaning of a text rather than just individual words or sentences. It also outlines six essential skills for reading comprehension: decoding, fluency, vocabulary, sentence construction and cohesion, reasoning and background knowledge, and working memory and attention. Finally, it provides tips for reading comprehension such as activating prior knowledge, setting purposes, predicting, visualizing, asking questions, and summarizing.

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ZacharyGardaya
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111 views17 pages

Reading Comprehension RW

This document provides information on reading comprehension. It discusses that reading comprehension involves understanding the overall meaning of a text rather than just individual words or sentences. It also outlines six essential skills for reading comprehension: decoding, fluency, vocabulary, sentence construction and cohesion, reasoning and background knowledge, and working memory and attention. Finally, it provides tips for reading comprehension such as activating prior knowledge, setting purposes, predicting, visualizing, asking questions, and summarizing.

Uploaded by

ZacharyGardaya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Reading

Comprehension
Group 2
XI-Pascal
Banana dog yes green chair
happy dance.

• This nonsense sentence demonstrates


the difference between being able to
read words and comprehend text.
NATURE
• Reading comprehension is the process of making meaning from
text.
• To gain an overall understanding of what is described in the text
rather than to obtain meaning from isolated words or sentences.
• While reading, skilled readers normally develop a text-based
model, which is a mental representation of the actual text
discourse (Woolley, 2011).
• A very complex cognitive activity. Comprehenders are not
viewed as merely passive recipients of information but as active
constructors of meaning (Woolley, 2011).
READING COMPREHENSION LEVELS
Shallow (low-level) processing
- involves structural and phonemic recognition, the processing of
sentence and word structure, i.e. first-order logic, and their
associated sounds.

Deep (high-level) processing


- involves semantic processing, which happens when we encode
the meaning of a word and relate it to similar words.
SIX ESSENTIAL SKILLS FOR READING
COMPREHENSION
• Decoding
• Fluency
• Vocabulary
• Sentence Construction and Cohesion
• Reasoning and background knowledge
• Working memory and attention
READING COMPREHENSION AND
VOCABULARY

• The ability to decode or identify and pronounce


words is self-evidently important, but knowing
what the words mean has a major and direct
effect on knowing what any specific passage
means while skimming a reading material.
READING STRATEGIES
• Reciprocal teaching (Palincsar and Brown) - predict, summarize,
clarify, and ask questions for sections of a text.
• Instructional conversation - comprehension through discussion, create
higher-level thinking opportunities for students by
promoting critical and aesthetic thinking about the text.
• Text Factors – genre, stories (plot, characters, setting, point of view,
theme), poems (forms, literary devices)
• Non verbal imagery – pictures, emojis
• Visualization - a "mental image" created in a person's mind while
reading text, which "brings words to life" and helps improve reading
comprehension.
• Partner Reading
READING COMPREHENSION TIPS
BEFORE READING
Activating Prior Knowledge
- Activating prior knowledge is a way of getting children warmed
up and ready to read. Rather than approaching a topic out of
the blue, they can approach it with interest and excitement,
confident that they can understand it.

Setting Purposes for Reading


- Setting purposes for reading means giving children a reason to
read a particular book. Approaching a book with a purpose in
mind gives the reader something to focus on and keeps attention
on the text.
Predicting
- Predictingis a way of engaging and actively
thinking about a text. If readers anticipate what is
going to happen, they can more easily read to
confirm or contradict their predictions.
DURING READING
Decoding Text
Decoding is being able to figure out the words and
sentences of a text.

Visualizing
Visualizing is forming a picture in your mind while you
read. The words come to life inside your head. Strong
readers form clear visual images.
Asking Questions
- Again, good readers are busy thinkers. Rather than reading
passively, they are constantly asking questions.

Monitoring Comprehension
- Monitoring comprehension means asking yourself as you
read, “Does this make sense?” If it does not, a good reader
will stop and try to figure out what information he or she is
missing.
AFTER READING

Summarizing and Reflecting


Good readers know what they read. They internalize and
think about it. They relate what they’ve read to their own
lives.
SAMPLE TEXT
• Emily has three dogs and two cats. They are all
brown, but one of the dogs has spots. His
name is Spot.
• Which of the following is true?
A: Emily has three animals in total.
B: Emily has more cats than dogs.
C: One of Emily’s cats is black.
D: All of Emily’s dogs have spots. E: None of
these
• With varying success, many women around the world today
struggle for equal rights. Historically, women have achieved
greater equality with men during periods of social adversity. The
following factors initiated the greatest number of improvements
for women: violent revolution, world war, and the rigors of
pioneering in an undeveloped land. In all three cases, the
essential element that improved the status of women was a
shortage of men, which required women to perform many of
society’s vital tasks.
• We can conclude from the information in this passage that
A. women today are highly successful in winning equal rights.
B. only pioneer women have been considered equal to men.
C. historically, women have only achieved equality through force.
D. historically, the principle of equality alone has not been enough to
secure women equal rights.
• According to the American Sleep Disorders Association,
the average teenager needs around 9.5 hours of sleep
per night, possibly because critical growth hormones
are released during sleep. The average adult requires
between six and eight hours of sleep per night for
optimal health and productivity.
• How do the two sentences relate?
• A. They establish a contrast.
• B. They contradict each other.
• C. They reinforce each other.
• D. They provide a problem and solution.

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