Reading Comprehension Process

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Comprehension is defined as the reader’s process of using prior experiences and the author’s text to construct meaning that is useful to that reader for a specific purpose. There are five sub processes of comprehension according to Tompkins (2001). First, is the micro processes in which readers chunk ideas into phrases within a sentence. This can be done through choral reading, interactive writing and quick writes. Second is the integrative processes in which readers infer connections and relationships between clauses and sentences by noticing pronoun substitutions, recognizing synonym substitutions, inferring cause and effect, and recognizing connectives such as also, however and unless. Close reading can be done to help students understand…show more content…
They must have a clear goal in mind for their reading activity. It is important also to constantly evaluate whether the text and reading of it is meeting their goals. A good reader should note the structure of the text and text sections by looking over into it before reading in order to know the most important sections related to the reading goals. Another skill that a good reader must do is by making predictions about what is to come. Reading selectively enable the reader to decide which part of the text should he read carefully, what to read quickly, what not to read what to reread and so on. Good readers also construct, revise and question the meanings they make as they read. Another practice that a good reader must have is to try in determining the meanings of unfamiliar words and concept in the text, and deal with inconsistencies or gaps as needed. Equally important also is that the reader may draw from, compare and integrate prior knowledge with material in the text. The author of the text, their style, beliefs, intentions, historical milieu and so on must be taken into consideration. Monitoring their understanding of the text and making adjustments in their reading as necessary. They evaluate the text’s quality and value and react to the text in range of ways, both intellectually and emotionally. In…show more content…
Building Background Knowledge is the first step. It involves brainstorming students as what knowledge do they have about the story and followed by unlocking difficult terms in which students will meet later in the story as they read. Showing objects and displays can help children absorb background knowledge. Next, is predicting and semantic expressions in which students will be able to predict what the story is about based on the list of important words in the story in addition to its title. They will be able to hypothesize the genre of the story while semantic expressions is accomplished when the children will be able to create or compose a story out of those words listed and be able to write his own version of a story. Lastly is the actual reading of a story to students. Stories that are long and difficult it is best if the teacher reads it first thereafter is the students chance to read. Sometimes, it is beneficial to read the most exciting part of the story to heighten their interest from then on students will continue to read the stories independently (Richek, et.al.
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