Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.
Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension. The Reading Process To accomplish this goal, instructors focus on the process of reading rather than on its product.
They encourage students to read to learn and have an authentic purpose for reading by giving students some choice of reading material. They explain how and why students should use the strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.
In this way they give their students the foundation for communicative competence in the new language. Integrating Reading Comprehension Strategies Instruction in reading comprehension strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom.
Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading. Plan for the reading task. Evaluate comprehension and strategy use. They must therefore be authentic in three ways. The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.
When selecting texts for student assignments, remember that the difficulty of a reading text is less a function of the language, and more a function of the conceptual difficulty and the task s that students are expected to complete. Simplifying a text by changing the language often removes natural redundancy and makes the organization somewhat difficult for students to predict.
This actually makes a text more difficult to read than if the original were used. The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. To identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. Give them opportunities to choose their reading assignments, and encourage them to use the library, the Internet, and foreign language newsstands and bookstores to find other things they would like to read.
The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure.
Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level, and end up having to drop one or more of the elements. Usually the dropped element is comprehension, and reading aloud becomes word calling: Word calling is not productive for the student who is doing it, and it is boring for other students to listen to.
Read aloud to your students as they follow along silently. You have the ability to use inflection and tone to help them hear what the text is saying. Following along as you read will help students move from word-by-word reading to reading in phrases and thought units, as they do in their first language.
With this technique, a student reads a phrase or sentence silently as many times as necessary, then looks up away from the text and tells you what the phrase or sentence says. This encourages students to read for ideas, rather than for word recognition. Reading at the rate of to words per minute is considered as a normal speed of reading. Reading is an active process that require an interplay between various types of knowledge.
Readers rely upon the types of knowledge described above as they perform a variety of tasks in the comprehension process. Various methods are used to improve Reading comprehension that include Training the ability to self assess comprehension, actively test comprehension using a set of questions, and by improving metacognition.
Practice plays more pivotal part in development and honing the skills of reading comprehension. Self assessment with help of elaborative interrogation and summarizing helps. Effective reading comprehension is the culmination of mastering vocabulary, phonics, fluency, and reading comprehension skills. Person having good comprehension skills is considered as active reader, with an ability to interact with the words by understanding its complete meaning and the concept behind it.
Thus skill of reading comprehension distinguishes an active reader from a passive reader who just read the text without getting its meaning.
Reading comprehension teaching aims at- 1. To let better grasping of the context, sequence and the characters narrated in text. Certain parts of the text can confuse readers.
Reading comprehension skills works on this aspect to get the clear idea of the meaning of the text. Helps to create the questionnaire based on the text about its theme or idea. It often helps in better understanding of the said paragraph. It helps to link the event of narration with our previous experiences and predict the next probable event in the course based on the information given in the narration. It also enhances the self ability to judge ourselves, provided such tests are carefully designed.
The carefully designed comprehension test is a cleverly constructed set of questions targeted at the summery, overall meaning of text including most important meanings of words. If a student is having a hard time recognizing words in a passage, they may end up focusing on individual words, thus interfering with their abilities to understand what they are reading.
Several educators believe that at student needs to learn how to analyze texts comprehend them before they embark on reading these texts by themselves, and instructions regarding comprehension usually start in kindergarten.
There are programs put in place which teach students to monitor whether they comprehend what they are reading, and to fix any comprehension problems that they may have. One of the strategies that have been cited for reading comprehensions is the SQ3R technique.
This technique involves surveying, questioning, and reading, reciting and reviewing the text Oraaanu, In order to understand the text, a student should survey chapters involved. This involves quickly perusing titles, headings as well as subheadings. The next step is involves beginning to read. My reading setting was quiet under a single reading light Showed first characters.
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- Introduction This essay shall look into the dynamics of representation and the bases of structure of comprehension of the ‘East’ in Monica Ali’s Brick Lane ().
Key Points of the Challenge were: 1) identify reasons why it is appropriate to teach reading comprehension strategies in content-area classes; 2) identify how teachers can assist students with improving their reading comprehension; and 3) explain how reading comprehension can be implemented in content-area classes.
Essay on Reading Comprehension Words 6 Pages Reading Comprehension In any interaction with a text, the text is pretty much useless unless the reader can comprehend the meaning of that text. Reading comprehension essay example Reading comprehension is referred to as the level of comprehension/understanding of writings (Orasanu, ). A student’s ability to read proficiently is dependent on their ability to identify words effortlessly and quickly.
Material under analysis is the literature on the theme of the work. teaching reading exercise 1. The General Characteristics of Teaching Reading Comprehension 1. 1 Reading Purpose and Reading Comprehension Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. Reading Comprehension Essay Examples. 3 total results. A Report on L2 Reading Strategies. 2, words. 5 pages. An Overview of the State Reading Standards in the United States. 2, words. 5 pages. An Analysis of Literature Which Covers Reading Comprehension and an Analyse Written Work. words. 1 page. Company. Contact;.