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JEA CRISSA C.
TORRES
AB-English
Mr. Denoso
READING
COMPREHENSION
Reading Comprehension
 Reading comprehension refers to the
ability to understand information
presented in written form. While this
process usually entails understanding
textbook assignments, reading
comprehension skills also may affect one's
interpretation of directions on exams, labs,
and homework assignments and
completion of job applications or
questionnaires.
The following paragraphs consider
several basic topics related to
reading comprehension.
Metacognitive Behaviors of Good and
Poor readers
 Reasons for lack of comprehension
Troubleshooting
METACOGNITIVE
BEHAVIORS OF GOOD
AND POOR READERS
METACOGNITIVE BEHAVIORS OF GOOD
AND POOR READERS
Students with good versus poor reading skills
demonstrate distinct cognitive behaviors
before, during, and after reading an
assignment. The following chart from
Cook (1989) summarizes these behaviors.
GOOD OR MATURE
READERS
POOR OR IMMATURE
READERS
BEFORE
READING
•Activate prior
knowledge
•Understand task
and set purpose
•Choose
appropriate
strategies
•Start reading without
preparation
•Read without
knowing why
•Read without
considering how to
approach the
material
DURING
READING
•Focus attention
•Anticipate and
predict
•Use fix-up
strategies when
lack of
understanding
occurs
•Use contextual
analysis to
understand new
terms
•Use text structure
to assist
comprehension
•Are easily
distracted
•Read to get done
•Do not know what
to do when lack of
understanding
occurs
•Do not recognize
important
vocabulary
•Do not see any
organization
•Organize and
integrate new
information
•Self-monitor
comprehension by
...
- knowing
comprehension
is occurring
- knowing what
is being
understood
•Add on, rather
than integrate, new
information
•Do not realize they
do not understand
AFTER
READING
•Reflect on
what was read
•Feel success is
a result of effort
•Summarize
major ideas
•Seek
additional
information
from outside
sources
•Stop
reading and
thinking
•Feel
success is a
result of luck
REASONS FOR LACK OF
COMPREHENSION
REASONS FOR LACK OF
COMPREHENSION
Reading comprehension fails for a
number of reasons. Students, with
the help of a facilitator if necessary,
should attempt to identify the
cause(s) of lack of comprehension
and then identify
appropriate reading strategies to
compensate for the deficit(s).
Five reasons for lack of reading
comprehension are listed below (the first
four are from Twining, 1991).
Failure to understand a word
Failure to understand a sentence
Failure to understand how sentences
relate to one another
Failure to understand how the
information fits together in a meaningful
way (organization)
Lack of interest or concentration
TROUBLESHOOTING
TROUBLESHOOTING
The following tips are intended to help
students and facilitators identify reasons
for lack of reading comprehension.
Learners may find that the reasons for lack
of understanding are situational,
depending on the type of reading matter,
the subject of the material, and one's
mental or physical state. Not all failures in
all contexts will be attributable to the
same factor.
For example, lack of understanding of a
biology text may be due to vocabulary
problems, while lack of comprehension of
a history text may be attributed to
organizational failures. Therefore, it is
helpful for students to be familiar with a
number of reading comprehension
strategies in order to deal effectively with
different situations.
Read a variety of materials. Do not
limit yourself to text books.
 Read a fairly long portion of the
material. It would be difficult to assess
reading comprehension based on one
or two paragraphs. Try to read an entire
section or chapter instead.
 Circle unknown or unfamiliar words as
you read.
 After reading, recall as much of the
information as possible. Then check the
accuracy and completeness of your
recollections. If the main ideas are
presented in a particular order, see if
you can recall that organization.
 Consider how interesting the subject
matter is and how much you already
know about the subject.
 Answer questions about the material after
reading it. The questions may come from
the book itself, from instructors or tutors, or
may be made up by the student.
PURPOSES OF READING
COMPREHENSION
STRATEGIES
PURPOSES OF READING
COMPREHENSION STRATEGIES
Reading is one of the most important
academic tasks faced by students.
Strategies designed to improve reading
comprehension may have any number of
purposes.
To enhance understanding of the
content information presented in a
text
To improve understanding of the
organization of information in a text
To improve attention and
concentration while reading
To make reading a more active
process
To increase personal involvement in
the reading material
To promote critical thinking and
evaluation of reading material
To enhance registration and recall of
text information in memory
ADVANTAGES OF READING
COMPREHENSION
STRATEGIES
ADVANTAGES OF READING
COMPREHENSION STRATEGIES
Improved reading comprehension skills
can positively impact many facets of
student academic performance. Students
who have effectively read and
understood reading assignments are
better prepared for class, leading to
improved class participation and more
accurate and complete notes.
Performance on exams and quizzes may
be greatly improved as students become
more proficient and effective readers.
Student interest and motivation in a
subject is often fostered when one
understands the reading assignments. In
addition, as students gain proficiency in
reading, self-esteem improves.

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Reading Comprehension

  • 3. Reading Comprehension  Reading comprehension refers to the ability to understand information presented in written form. While this process usually entails understanding textbook assignments, reading comprehension skills also may affect one's interpretation of directions on exams, labs, and homework assignments and completion of job applications or questionnaires.
  • 4. The following paragraphs consider several basic topics related to reading comprehension. Metacognitive Behaviors of Good and Poor readers  Reasons for lack of comprehension Troubleshooting
  • 6. METACOGNITIVE BEHAVIORS OF GOOD AND POOR READERS Students with good versus poor reading skills demonstrate distinct cognitive behaviors before, during, and after reading an assignment. The following chart from Cook (1989) summarizes these behaviors.
  • 7. GOOD OR MATURE READERS POOR OR IMMATURE READERS BEFORE READING •Activate prior knowledge •Understand task and set purpose •Choose appropriate strategies •Start reading without preparation •Read without knowing why •Read without considering how to approach the material
  • 8. DURING READING •Focus attention •Anticipate and predict •Use fix-up strategies when lack of understanding occurs •Use contextual analysis to understand new terms •Use text structure to assist comprehension •Are easily distracted •Read to get done •Do not know what to do when lack of understanding occurs •Do not recognize important vocabulary •Do not see any organization
  • 9. •Organize and integrate new information •Self-monitor comprehension by ... - knowing comprehension is occurring - knowing what is being understood •Add on, rather than integrate, new information •Do not realize they do not understand
  • 10. AFTER READING •Reflect on what was read •Feel success is a result of effort •Summarize major ideas •Seek additional information from outside sources •Stop reading and thinking •Feel success is a result of luck
  • 11. REASONS FOR LACK OF COMPREHENSION
  • 12. REASONS FOR LACK OF COMPREHENSION Reading comprehension fails for a number of reasons. Students, with the help of a facilitator if necessary, should attempt to identify the cause(s) of lack of comprehension and then identify appropriate reading strategies to compensate for the deficit(s).
  • 13. Five reasons for lack of reading comprehension are listed below (the first four are from Twining, 1991). Failure to understand a word Failure to understand a sentence Failure to understand how sentences relate to one another Failure to understand how the information fits together in a meaningful way (organization) Lack of interest or concentration
  • 15. TROUBLESHOOTING The following tips are intended to help students and facilitators identify reasons for lack of reading comprehension. Learners may find that the reasons for lack of understanding are situational, depending on the type of reading matter, the subject of the material, and one's mental or physical state. Not all failures in all contexts will be attributable to the same factor.
  • 16. For example, lack of understanding of a biology text may be due to vocabulary problems, while lack of comprehension of a history text may be attributed to organizational failures. Therefore, it is helpful for students to be familiar with a number of reading comprehension strategies in order to deal effectively with different situations. Read a variety of materials. Do not limit yourself to text books.
  • 17.  Read a fairly long portion of the material. It would be difficult to assess reading comprehension based on one or two paragraphs. Try to read an entire section or chapter instead.  Circle unknown or unfamiliar words as you read.  After reading, recall as much of the information as possible. Then check the accuracy and completeness of your recollections. If the main ideas are presented in a particular order, see if you can recall that organization.
  • 18.  Consider how interesting the subject matter is and how much you already know about the subject.  Answer questions about the material after reading it. The questions may come from the book itself, from instructors or tutors, or may be made up by the student.
  • 20. PURPOSES OF READING COMPREHENSION STRATEGIES Reading is one of the most important academic tasks faced by students. Strategies designed to improve reading comprehension may have any number of purposes. To enhance understanding of the content information presented in a text
  • 21. To improve understanding of the organization of information in a text To improve attention and concentration while reading To make reading a more active process To increase personal involvement in the reading material To promote critical thinking and evaluation of reading material To enhance registration and recall of text information in memory
  • 23. ADVANTAGES OF READING COMPREHENSION STRATEGIES Improved reading comprehension skills can positively impact many facets of student academic performance. Students who have effectively read and understood reading assignments are better prepared for class, leading to improved class participation and more accurate and complete notes. Performance on exams and quizzes may be greatly improved as students become more proficient and effective readers.
  • 24. Student interest and motivation in a subject is often fostered when one understands the reading assignments. In addition, as students gain proficiency in reading, self-esteem improves.