INTRODUCTIO
A PRACTICAL GUIDE FOR READING
N
DEFINITION
Reading comprehension is the process of constructing meaning from text. It
involves at least two people: the reader and the writer.
The process of comprehending involves decoding the writer's words and
then using background knowledge to construct an approximate
understanding of the writer's message.
Cont’d.
In order to read any text, your brain must process not only the literal words
of the piece, but also their relationship with one another, the context behind
the words, how subtle language and vocabulary usage can impact emotion
and meaning behind the text, and how the text comes together as a larger,
coherent whole.
Cont’d.
One of the primary missions of any educational institution is to produce
graduates who are literate. The ability to derive meaning from print is
central to the definition of literacy.
People who are good readers have very good chances of succeeding.
Similarly, students who are good in reading are those who have the greatest
chance of succeeding in college as well as in their future careers.
Cont’d.
Maximo Ramos has cited that even in college, too many students lack
elementary reading skills.
In the same vein, Hilton and Schrader presented a more alarming
observation by noting that comprehension performance is deteriorating
even among high ability students.
COMPREHENSION CHECK:
Interpreting Sentence
For instance, let's look at the first line from Jane Austen's
novel, Pride and Prejudice:
"It is a truth universally acknowledged, that a man in possession
of a good fortune, must be in want of a wife."
Cont’d.
As you can see, reading comprehension involves many processes
happening in your brain at once, and thus it can be easy for some aspects of
a text to get lost in the muddle.
But the good news for anyone who struggles is that reading
comprehension is a skill just like any other. It must be learned through
practice, focus, and diligence, but it absolutely CAN be learned.
PROCESSES OF READING
COMPREHENSION
1 Before Reading
2 During Reading
3 After Reading
The reader's task prior to reading is to activate his or
her prior knowledge of the topic, to prepare the mind
BEFORE to interact with the new information contained in the
READING text.
In before reading stage, the teacher should motivate
and interest students in the reading selection, activate
background knowledge and have them predict what
the story will be about.
The goals in before reading shall:
o Establish a purpose for reading
o Review vocabulary
Cont’d. o Build background knowledge
o Relate background knowledge and information to
the story
o Encourage students to predict what the story is
about
o Discuss if such knowledge helps to set up the
story
Once the reader's mind is "warmed up," the next task
for the reader is to interact with the text and to
DURING monitor (keep track of) comprehension, paying
READING attention to points at which the material is not clear,
or the terms are not familiar.
In during reading stage, the teacher should direct the
student’s attention to the difficult or subtle
dimensions of the story, anticipate difficult words and
ideas and talk about problems and solutions.
The goals in during reading shall:
o Direct attention to difficult or subtle dimensions
of the text
Cont’d. o Point out difficult words and ideas.
o Ask students to identify problems and solutions
o Encourage silent reading
o Encourage students to monitor their own
comprehension while reading
o Insert author information in the story
The task of the after-reading stage is to integrate or
synthesize the read material into one's knowledge
AFTER base of the topic. Students need to make the material
READING their own. This can be achieved through a variety of
means employing writing, class discussion, visual
representations, and physical demonstration.
In after reading stage, the teacher can have the
readers summarize the story, talk about what they
liked and what they wished had been different in the
story
The goals in during reading shall:
o Ask students to retell or summarize the story
o Create graphic organizers (webs, cause and effect
Cont’d.
charts, outlines)
o Put pictures of story events in order
o Link background information
o Generate questions for other students
o Have students write their own reactions to stories
and factual material
To be
continued…
FOUR STEPS IN READING
INTERPRETIN
PERCEIVING
G
APPLYING CREATING
SAMPLE SENTENCE
“The information revolution has overtaken the industrial
revolution.”
Perceiving is the act of discerning the meaning of a
reading material.
PERCEIVING At this level, students can identify a variety of critical
and insightful points of view. They are able to see
and hear viewpoints through critical eyes and ears
and understand something from more than their own
perspective.
The reader begins to interpret the whole sentence
in the light of its context. Thus, the reader looks for
clues in the sentence.
INTERPRETING
Interpreting or inferring is to give one’s own opinion
of the reading material. To infer means to obtain a
conclusion from data that is not clearly stated in the
text.
Applying comprises of an attempt, on the part of the
reader, to ask himself the question: How does this
affect me? Or what is the sense of this sentence to
APPLYING me?
The reader tries to make the answers or
conclusions.
Applying is putting to use an information coming
from a reading material.
The first three steps of reading would not be
meaningful at all if not used by the reader.
CREATING The reader creates something new out of the text
that was read.
THE IMPORTANCE OF
READING
In the age of information revolution, the importance of reading
cannot be underestimated.
1. As a tool subject, reading helps students acquire the data they
need in their search for knowledge. A non-reader or a student
who is deficient in reading will definitely not be able to learn
much.
Cont’d.
2. Reading helps a person in gathering essential data that can form
the bases of informed and intelligent decisions. Intelligent and
informed decisions are only achieved after careful analysis of
data. The amount and quality of data that is gathered by a person
positively correspond to an excellent decision.
Cont’d.
3. Reading is cathartic in that some reading materials allow readers
and be relieved of stress. Books, magazines, comic strips and
other entertaining reading materials give readers relaxation and
peace of mind.
Essentials of Reading Comprehension
o Reading, understanding, and analyzing literature in your English classes
o Reading and understanding texts from your other class subjects, such as
history, math, or science
o Doing well on both the written and math sections of the SAT (or all five
sections of the ACT)
o Understanding and engaging with current events presented in written form,
such as news reports
Cont’d.
o Properly understanding and responding to any and all other workplace
correspondence, such as essays, reports, memos, and analyses
o Simply taking pleasure in written work on your own leisure time
3 STEPS TO IMPROVE READING
COMPREHENSION
Step 1: Understand and Reevaluate How You’re Currently Reading
Before you can improve your reading comprehension, you must first
understand how you’re currently reading and what your limitations are.
Cont’d.
Step 2: Improve Your Vocabulary
Reading and comprehension rely on a combination of vocabulary, context,
and the interaction of words. So you must be able to understand each moving
piece before you can understand the text as a whole.
Cont’d.
Step 3: Read for Pleasure
The best way to improve your reading comprehension level is through
practice. And the best way to practice is to have fun with it!
5 Reading Comprehension Tips
Tip 1: Stop When You Get Confused and Try to Summarize What You
Just Read
As you read, let yourself stop whenever you lose focus or feel confused. Just
stop. Now, without re-reading, summarize aloud or in your head what
you've comprehended so far (before the place where you became
confused).
Cont’d.
Tip 2: If You’re Struggling, Try Reading Aloud
Sometimes, we can form a sort of “mental block” that can halt our reading
progress for whatever reason (maybe the sentence looks complex or awkward,
maybe you’re tired, maybe you feel intimidated by the word choice, or are
simply bored).
Cont’d.
Tip 3: Re-read (or Skim) Previous Sections of the Text
For the most part, reading is a personal activity that happens entirely in your
head. So don’t feel you have to read just like anyone else if "typical" methods
don’t work for you. Sometimes it can make the most sense to read (or re-read)
a text out of order.
Cont’d.
Tip 4: Skim or Read Upcoming Sections of the Text
Just like with the previous step, don’t feel that the only way to read and
understand a text is to work through it completely linearly. Allow yourself the
freedom to take apart the text and put it back together again in whichever way
makes the most sense to you.
Cont’d.
Tip 5: Discuss the Text With a Friend (Even an Imaginary Friend)
Sometimes discussing what you know so far about a text can help clear up
any confusion. If you have a friend who hasn't read the text in question, then
explain it to them in your own words, and discuss where you feel your
comprehension is lacking. You'll find that you've probably understood more
than you think once you've been forced to explain it to someone who's
completely unfamiliar with the piece.
THANK YOU
QUESTIONS?
SEATWORK
ONE WORD SPLASH
In a sheet of paper, each student is tasked to provide one word that
would sum up the lesson. A brief description shall be given.
DEBATE
WEIGH-IN
Students shall provide their insights on the given situation:
• Some people think that children who spend a lot of time reading
children’s story books are wasting their time which could be better
used doing other more useful activities. To what extent do you
agree?
ASSESSMENT
“OPRAH BOOK CLUB”
PROCEDURE
1. Students will be grouped into five.
2. Each group will choose any famous fictional story of different genres.
3. The group will create an informative talk show wherein there will be a
host, author, and cast of characters.
4. The other members can play as audience and they can ask interesting
questions.
5. They will be rated on the given rubric.
RUBRIC
Component Description Points
Knowledge of Material All group members display thorough knowledge of material presented. 10
Answers thoroughly reflect characterization of characters in the story. Script
has been turned in.
Organization Presentation and materials are well organized. All group members know 10
their roles well.
Presentation All group members speak clearly and loudly and make good eye contact. 10
Creativity Presentation shows significant effort. Students go beyond basic questions 10
and answers. Good use of props/costumes.
Time and Participation The group presentation did not exceed 15 minutes, and each member of the 10
group had a speaking role.
Total 50
