Direct Adaptation Approach To Reading Comprehension

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

A good preparation can result in the delivery of instruction that leads to improvements in students’ reading comprehension. Successful teachers of reading comprehension must respond to flexibly and opportunistically to students’ needs (Williams, 2002). Williams mentioned of the two major approaches to comprehension strategy instruction. These are the Direct Explanation and Transactional Strategy Instruction. The focus of Direct Explanation approach is to develop teachers’ ability to explain the reasoning and mental processes involved in successful reading comprehension. Teacher in this approach teaches students the skill in finding the main idea by casting it as a problem-solving task and reasoning about it strategically. While the Transactional Strategy Instruction approach focuses not only on the teachers’ ability to provide explicit explanations but also on the ability of teachers to facilitate discussions in which students collaboratively form joint interpretations of the text and explicitly discuss the mental processes and cognitive strategies involved in comprehension. Likewise, its emphasis is on the interactive exchange between learners in the

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.