Reading
Comprehension
July 17, 2022
MALT 107- Teaching Reading
&
Creative Writing
Dr. Tina P. Dabu
Prepared by: Ms. Diana L. Arcangel
Topics
● What is Reading Comprehension?
● The Goal of Reading
● Intensive Vs. Extensive Reading
● Hinkel, 2017, Reading Comprehension
Linguistic & Cognitive Skills and Knowledge
Bases
● Two Reading Process
Reading Comprehension
● Ability to process text,
understand its meaning, and to
integrate with what the reader
already knows.
● Reading is the act of processing
text in order to derive meaning.
● Skill of making meaning
To learn to read, children must
from whatever text is
develop both fluent word reading
read-Friedman,2019
and language comprehension.
(Gough & Tunmer,1986).
The Goal of Reading
Reading comprehension is a complex ability to make, extract, build meaning
from a/ out of text. Students must:
1) be able to make personal connections with the text;
2) understand meaning of vocabulary used;
3) understand text structure; and
4) understand purpose for reading.
Comprehension, or extracting meaning from
what you read, is the ultimate goal of reading.
Dabu,2022,pg.30
Intensive versus Extensive Reading
Intensive Reading is done through
1. Assign short passages and do intensive
reading study of the language and content in
the classroom.
2. Skimming, scanning, analytical and study
reading
3. Giving reading assignments to complete
Extensive versus Intensive Reading
Extensive Reading is subjective and general
1. reading a longer, complete text for information and
pleasure like magazine, newspaper
2. Focuses on MEANING not studying the text language
3. Reader chose own reading material because it looks
interesting.
4. It is something enjoyable and perhaps recommended
by someone
Extensive versus Intensive Reading
Extensive Reading is subjective and general
5. No dictionary because it is easy to understand
6. No test afterwards
7. Reader is assigned short passages and do intensive
study of the language and content in the classroom.
8. This is an essential technique to acquire skills and
strategies students need to do skimming, scanning, and
analytical and study reading.
READING COMPREHENSION LINGUISTIC AND
COGNITIVE SKILLS AND KNOWLEDGE BASES (HINKEL,
2017)
1. Word Recognition
a. rapid and automatic
recognition
b. Lexical access
c. Sight word reading
2. Vocabulary Knowledge
3. Morphological Knowledge
4. Syntactic Knowledge
5. Clause and Text Meaning Formation
6. Discourse Structure Processing
7. Main Idea Recognition
8. Strategic Comprehension Processing
a. Previewing
b. Summarizing
c. Inferencing
d. Antecedent Tracking
e. Comprehension Monitoring
f. Background Knowledge Use
g. Goal Setting and Resetting
h. Surveying
i. Skimming
j. Text Overviewing
k. Scanning for key phrases
l. Rereading
m. Introspecting on attitude and
motivation for reading
n. Visualizing
o. Forming Questions about the text
p. Talking about the text and
comprehending
Two Reading Processes
Lower level Comprehension Skills Higher level Comprehension Skills
Vocabulary, grammar, word processing Inference making
Two Reading Processes
Lower-Level Process
It is much harder to develop in L2 readers. It
includes:
A. Fast automatic word recognition skills
B. Automatic lexico-syntactic processing:
1. Recognizing word parts
2. Morphological information
3. Syntactic information
Two Reading Processes
2. HIGHER-LEVEL PROCESS
It involves processes and resources that are more closely align with
strategies and resources for comprehension with more difficult
text like:
1. Forming main idea meanings
2. Recognizing related and thematic information
3. Building a text model of comprehension
4. Using inferencing, background knowledge, strategic processing,
and context constraints to create a situation model of reading
(Hannon, 2011)
READING COMPREHENSION REQUIRES THE
FOLLOWING SKILLS AND
KNOWLEDGE
1. The ability to decode graphic forms for efficient word recognition.
2. The ability to access the meanings of a large number of words
automatically
3. The ability to draw meaning from phrase-and-clause level grammatical
information.
4. The ability to combine clausal-level meanings to build a larger network
of meaning relations
READING COMPREHENSION REQUIRES THE
FOLLOWING SKILLS AND
KNOWLEDGE
5. The ability to recognize discourse-level relationships and use this
information to build and support comprehension.
6. The ability to use reading strategies with more difficult text and for a
range of academic reading tasks.
7. The ability to set goals for reading and adjust them as needed.
8. The ability to use inferences of various types and to monitor
comprehension in line with reading goals
READING COMPREHENSION REQUIRES THE
FOLLOWING SKILLS AND
KNOWLEDGE
9. The ability to draw on prior knowledge as appropriate.
10. Abilities to evaluate, integrate and synthesize information from a text to
form a situation model of comprehension (what he reader learns from the
text)
11. The ability to maintain these processes fluently from an extended period
of time.
12. The motivation to persist in reading and use the text information
appropriately in line with reader goals
References
MALT-107-2nd-Tri-2021.pdf
LOWER LEVEL AND HİGHER LEVEL PROCESSES by (prezi.com)
