READING COMPREHENSION Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all languages, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated.
Reading purpose and reading comprehension Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.
An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.
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“To read a writer is for me not merely to get an idea of what he
Reading comprehension is the ability to read text, process it and understand its meaning.
says, but to go off with his and travel in his company”
What is skimming and scanning?
Andre Gide
Skimming is essentially reading through something very quickly. It gives you enough information to be able to retain a summary, but not enough to remember all you read. It gives you an impression of what you are reading quickly. Skimming allows you to read through all the information quickly and remember a small summary or "get the gist" of the writing.
Scanning is typically reading through quickly in search of specific key terms or phrases. Scanning tends to cause you to skip over a larger amount of material than skimming because when you are scanning anything that isn't what you are looking for you bypass and don't even attempt to retain most of it, normally. Scanning is quickly looking for specific keywords or phrases in a piece of writing
Using cognates to understand readings in English
Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. While English may share very few cognates with a language like Chinese, 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to English language.
Not surprisingly, researchers who study first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language.
Text structure Text structure refers to how the information within a written text is organized. This strategy helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic. When you can recognize common text structures it can help you comprehend the material. Sometimes authors use more than one text structure in a piece.
Chronological Order/Sequence:
Description:
This type of structure sets up a problem or problems, explains the solution, and then discusses the effects of the solution.
This type of text structure features a detailed description of something to give the reader a mental picture or help them visualize what the passage is about.
This text structure gives readers a chronological of events or a list of steps in a procedure. The writer places events in the order in which they happen. It is common to use words as: "first," "then," "finally," " a few minutes later,"‌.. Problem-Solution:
Order of Importance: Information is expressed as a hierarchy or in priority.
Cause and Effect: This structure presents the causal relationship between a specific event, idea, or concept and the events, ideas, or concept that follow. Comparison/Contrast: This type of text examines the similarities and differences between two or more people, events, concepts, ideas, etc.
Spatial / Descriptive Writing: Information is organized in order of space (top to bottom, left to right). Sequence /process writing It is when information in a passage is organized by the order in which it occurs. This method of organizing text is generally used for instructions or directions, but it can also be used to explain processes in nature or society, such as how a president is elected.
Identifying topics, main ideas and tsupporting ideas The main idea of a passage or reading is the central thought or message. In contrast to the term topic, which refers to the subject under discussion, the term main idea refers to the point or thought being expressed. The difference between a topic and a main idea will become clearer to you if you imagine yourself overhearing a conversation in which your name is repeatedly mentioned. When you ask your friends what they were discussing, they say they were talking about you. At that point, you have the topic but not the main idea. Undoubtedly, you wouldn’t be satisfied until you learned what your friends were saying about this particular topic. You would probably pester them until you knew the main idea, until you knew, that is, exactly what they were saying about your personality, appearance, or behavior. The same principle applies to reading. The topic is seldom enough. You also need to discover the main idea.
Main idea
(Amon, Blendspace)
How to find the main idea: 1. Ask this question to yourself: "What is this passage about?" 2. In your own words, explain the answer in one short sentence. 3. Look for a sentence in the text that most closely fits with your summary.
Purpose of a reading
What’s the point? People ask this question when they want to know a speaker or writer’s main idea. Determining the main idea or point, is the most important key to good comprehension
It is important for readers to recognise that behind every text is a writer, and that the writer has a purpose or reason for writing and a particular point of view. For example, the purpose of the writer may be to: Provide or obtain information;
Supporting details
Share the excitement of an event;
As you know, the most important reading skill is finding the main idea.
Persuade or influence the reader or provoke debate;
A closely related reading skill is locating supporting details – the added information you need to make sense of the main idea
Stimulate the imagination;
Create or enter a personal world; Convey important cultural stories or myths; Entertain or delight the reader.
11 The author's purpose is basically the reason he or she chose to act in a particular way, whether that's writing the passage, selecting a phrase, using a word, etc. It differs from the main idea in that author's purpose not the point you're supposed to get; it's the why behind the author picked up a pen or selected those words in the first
Thesis statement and topic sentence A thesis statement is a one or two sentences condensation of the argument or analysis that will follow in writing The thesis statement is developed, supported, and explained in the course of the paper by means of examples and evidence 12 A topic sentence is generally at the beginning of opening paragraph and gives a one sentence summary of the main point. A topic sentence contains the main idea upon which the paragraph is developed. A topic sentence acts like a mini-thesis statement. It is the unifying force of the paragraph.
Summarizing and synthesizing Summarizing and synthesizing are two important reading comprehension strategies. They’re also skills that students struggle with and often confuse despite the differences. When readers summarize, they “identify key elements and condense important information into their own words during and after reading to solidify meaning. The summary ‘Tells what is important’ Synthesizing takes the process of one step further. Instead of just important points from text, involves combining ideas and evolving understanding of text.
summarizing restating the synthesizing allowing an
Synthesize is create as original insights, perspectives, and understandings by reflecting on text(s) and merging elements from text and existing schema.” Synthesize is to “Put pieces together to see them in a new way.” https://56bclassroom.wordpress.com/2015/10/2 2/synthesising-wheels/
“If you don't have time to read, you don't have the time (or the tools) to write. Simple as that.” ― Stephen King
Drawing conclusions
Conclusions" and "inferences" are synonymous terms.
Drawing Conclusions in Daily Life What’s the conclusión?
You probably already realize that in your daily life you draw conclusions on a regular basis. For instance if you and three friends go out for dinner, and four hours later, all three of you come down with stomach cramps and nausea, you will probably conclude that there was something seriously wrong with the food.
Drawing Conclusions Intended by the Author Despite being aware of how often you draw conclusions in daily life, you might not realize how frequently you do it when you read. For instance, authors don't always state the point or main idea of a paragraph in a topic sentence. Sometimes, they imply, or suggest, a main idea through a series of specific statements that combine to suggest one general thought, leaving it to readers to draw the appropriate conclusion based on the paragraph's content and language. STEPS IN DRAWING CONCLUSIONS To draw a conclusion about implied main ideas in paragraphs, you need to do the following: 1. Consider what each sentence says about the common topic. 2. Ask yourself what general thought or idea emerges when you put all of those individual pieces of information together. Here it helps to ask yourself what common thread the individual sentences seem to share. 3. Think of the idea that emerges as the author's implied main idea and the purpose of the passage.
References http://www.nclrc.org/essentials/reading/reindex.htm https://en.wikipedia.org/wiki/Reading_comprehension http://www.enotes.com/homework-help/definition-scanning-skimming-accordingreading-213249 http://www.colorincolorado.org/article/using-cognates-develop-comprehension-english http://www.adlit.org/strategies/23336/ http://mrslorber.weebly.com/elagse4ri5-text-structure.html http://www.ereadingworksheets.com/text-structure/patterns-of-organization/sequence/ http://users.dhp.com/~laflemm/reso/mainIdea.htm http://slideplayer.com/slide/3724423/ http://testprep.about.com/od/readingtesttips/a/Authors_Purpose.htm https://www.tes.com/lessons/qHSi0sijIGW9lA/main-idea http://www.ereadingworksheets.com/text-structure/patterns-of-organization/ http://www.laflemm.com/reso/conclusions.html
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Navidad 2004 Volumen 1, número 1 Apellido de su familia (242)
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