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Literature review on reading comprehension
Essays on reading comprehension
Essays on reading comprehension
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Reading comprehension is more than just being able to read a text. It’s about being able to also understand, interpret, connect and analyse the ideas in texts. Comprehension helps improve one’s linguistic skills as well as vocabulary. When a learner has difficulty with comprehension there are a few strategies that the educator could use to help learners overcome their problems.
In comprehension there are two strategies, the cognitive and metacognitive strategy. These are the strategies that learners can use to accomplish the goals of comprehension. Both of these strategies are interrelated and are hardly used in isolation. Cognitive strategies refer to the mental processes that help in achieving something whereas metacognitive strategies are the mental processes that help us think about how we are doing in completing the task. So one strategy makes sure you follow the steps in order while the other one checks that a step hasn’t been missed. Both strategies can
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Learners create a mental picture from a text they read or heard. Visualising helps bring the text to life, it involves one’s imagination and uses all of the senses. An activity the learners can do is to draw their visualisations as a story is read. In groups the learners can share their drawings and discuss their reasons for their interpretations of the story. This activity will help the learners remember the text that they have read/seen or heard. It will also create a memory so when something is referred to the text they will be able to use the picture as a reminder of what its about.
There are a few strategies to help a learner with comprehension difficulties. As an educator one has to keep in mind that the learners are adults and have prior knowledge so when teaching them the material used must be relevant to their lives. The strategies mentioned can be used on little ones all the way up to adults. It just depends on the material being
I asked Student A eight comprehension questions about the text once she was finished reading. She did not have a problem with any of the questions. For example, one of the questions was “How old is Jessie now?” she responded right away with the correct answer “thirteen.” She did not even have to look back to the story to find the sentence; “Now that she is thirteen, Jessie competes with adults.” Student A was able to answer the “right there” questions with ease. Being able to remember key details from a text is crucial to developing the ability to comprehend what she is reading. She is already at a great stage when it comes to text comprehension and this will only help with further development. She had a purpose when she read and was reading for the details as opposed to reading to finish the text. She understood what was happening and if she continues to do this in the future, she will be able to understand more difficult texts by putting all of the key details together. Since Student A is able to recall key information from text, it will allow her to summarize and retell a text with ease. This strength will help Student A as she continues to develop as a reader because as the readings increase in difficulty she will remember the basic key details that she read and recount the story based on the main
Literacy, fluency and reading comprehension all play a crucial role in determining how learners acquire skills within the classroom. This paper will review a number of scholarly literatures that give more details about fluency and reading comprehension.
Reading comprehension is a skill that has to be learned by most of the population. This includes adults that have been reading for many years. There is a difference between reading and reading comprehension. Read is defined as, “to look at and understand the meaning of letters, words, or symbols” (Read, 2014). Comprehension is defined as, “the act or action of grasping with intellect” (Comprehension, 2014). Even as an adult, people may have difficulties with reading comprehension. There can be visual learning disorders such as dyslexia. There are many learning techniques and strategies that can negate or even overcome these visual learning disorders. This paper will discuss a few techniques and strategies that when used can improve reading comprehension such as vocabulary building, effective reading, and reading strategies. With these techniques the road block of dyslexia may no longer be an issue.
(c) Learners’ cognitive strategies employed in learning, memorization and comprehension. Different cognitive strategies such as practicing, illustrating
There are different types of questions that can be asked of students when assessing reading comprehension. Explicit questions can be asked as well as questions that require students to make inferences. In one study (as cited by Williamson, P., Carnahan, C., & Jacobs, J., 2012) Myles and her colleagues found that students with autism were able to answer questions that were found in the text rather than inferential questions. This suggests that students answer questions more fluently when they are able to return to the text for their information.
Harvey, S. & Goudvis, A. (2007). Strategies that work: teaching comprehension for understanding and engagement (2nd Ed.). Portalnd, MA: Stenhouse Publishers.
The reading selections for this week provide a historical perspective of comprehension instruction at various grade levels. The authors describe characteristics of learners at various grade levels, examine previous instructional goals and discuss the goals for the future, examine previous learning contexts and what learning contexts should become and how assessment strategies can be improved to meet the challenges of learners at various grade and proficiency levels. It is important to note the influence of multiple literacies and the challenges of integrating conventional discourses and nonconventional discourses in the learning context. Wharton-McDonald and Swiger (2009) said, “Instructional practices that repair the disconnect between students’ public and private literacies—practices that form connections between what is personally interesting to students and the material they are asked to read in school will support the development of comprehension processes” (Developing Higher Order Comprehension in the Middle Grades, 2009, p. 523).
Reading fluency is one of the most important skill to learn and has the greatest impact on reading. This study examines three strategies: modeling, repeated reading, and writing to improve reading fluency. The first strategy is Modeling. It is used to allow the student to observe and hear what a passage should sound like when the proper word recognition, inflection of the voice, and phrasing are used correctly. The second strategy is Repeated Reading where the student will reread the passage. This strategy was conducted using Choral Reading, Pair or Partner Reading, and Recorded Reading. The last strategy used was writing where the students would elaborate on passages recently read. This study focused on struggling readers, who scored below benchmark on a previously administered DIBELS assessment. Over the course of three the students were engaged in either a reading fluency activity which integrated one of the repeated reading strategies (choral reading, pair/partner reading, self-recording or writing). At the end of each week the student was given a post-assessment to for progress
2. Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information.
According to Irwin (as cited in Tompkins, 2015), comprehension is “a reader’s process of using prior experiences and the author’s text to construct meaning that’s useful to that reader for a specific purpose” (p. 215). “Comprehension is a creative, multifaceted process in which children engage with and think about the text” (Tompkins, 2015, p. 214). Readers use four levels of thinking literal, inferential, critical, and evaluative as they comprehend. The lowest level is literal comprehension. At this level readers identify the big ideas, sequence details, notice similarities as well as differences, and identify explicitly stated reasons. The highest level is evaluative and at this level readers integrate their own knowledge with the information presented in the text.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
Teaching listening comprehension should not be ignored. It may be taught in the following manner: How to understand a context, how to deduce meaning of an unknown item of vocabulary in a context, and how to understand the contextual / situational meanings of words.
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
Reading comprehension is not just a receptive process, it implies a complex process in which the readers identify basic information and are able to predict, to infer, to argue and to recognize writers‟ points of view. According to Partnership (2005) reading comprehension is about understanding a text which is read through the process of constructing meaning from a text.
Reading comprehension refers to the ability to decipher the meaning of written text. There are three required elements needed for adequate understand of written material: a knowledge of word...