Importance Of Comprehension Skills

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2.4 COMPREHENSION SKILLS

Comprehension is a process in which a reader constructs the meaning by reading the text based on prior knowledge, previous experiences and information in the text (Pardo, 2010). Furthermore, the RAND reading and study group (2002) supports that comprehension is the method of extracting and constructing meaning through interaction and involvement with written language. Comprehending the texts read and fluent reading is the product of long-term efforts and improvement (Lee, 2007). According to Novita (2014), comprehension skills of students improve when students are familiarized with new vocabulary in the beginning of the lesson. The goal of comprehension is to retain knowledge and information after reading the text
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The reader should possess cognitive, motivation and various types of knowledge. In order to comprehend a text, a reader must be able to read the words if there are too many unfamiliar words the reader will not be able to understand the passage as a whole. Pancare (2017) argued that phonetic approach helps reader read the words but does not focus on comprehension of the words. When we use only the phonetic approach a reader may read the text without understanding. Thus, a reader must have appropriate reading skills and should be fluent in reading to comprehend the text. Therefore, reading is an act and comprehension is an effect of the…show more content…
It determines whether or not the objectives are being met. The Assessment motivates the learners to obtain high grades. Assessment also helps teachers to see if their teaching has been effective. According to Jabbariffar (2009), assessment is a process that includes four basic components: measuring improvement over time, motivating students to study, evaluating the teaching methods and ranking the students’ capabilities in relation to the whole group evaluation. Furthermore, Issacs, Zare, Herbert, Coombs, and Smith (2013) stated that the purpose of an educational assessment is to make a judgment or decision.
Weeden, winter, and Broadfoot (2002, p.20) classified the purpose of assessment into four categories:

Diagnostic assessment- indicates how current performance differs from expected performance. Can be used to identify specific problems that a pupil may be experiencing.

Formative assessment- an assessment that helps pupils learn; results in actions that are successful in closing the gap between current and expected performance.

Summative assessment- an assessment that is used to certify or record end of course performance or predict potential future attainment; the final product of a unit or course; an examination grade.

Evaluative assessment- assessment information that is used to judge the performance of schools or teachers; league
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