4. Act of Reading
vs
Act of Comprehending
Reading= fluent parsing and blending of various phonetic
sounds
Reading Comprehension= involves thinking about the words
5. Reading
Dhaniela Feels itchy after eating seafood.
Comprehending
Dhaniela Feels itchy after eating seafood.
Teacher: Why do you think Dhaniela feels itchy
after eating seafood?
Answer: : Dhaniela feels itchy after eating seafood
because she is allergic to it.
7. Cognitive factors that affect
reading comprehension
background knowledge
vocabulary
fluency
active reading and
critical thinking
8.
9. To accurately understand written
material (comprehend), children
need to be able to:
(1) decode what they read;
(2) make connections between what they read
and what they already know; and
(3) think deeply about what they have read.
10. Reading Comprehension
of the Filipinos
Among 79 participating countries and economies, unfortunately the Philippines
scored the lowest in reading comprehension in the 2018 Programme for
International Student Assessment (PISA). The country has the largest
percentage of low performers in reading among socio-economically
disadvantaged students. Experts said that the Filipino students who scored
poorly in reading comprehension in the Programme for International Student
Assessment (PISA) in 2018 mostly come from low-income backgrounds where
family and school environments do not motivate growth mindsets.
11.
12.
13. The Best Bee
Long time ago, there was a bee named Ben. Ben was
a cute little bee but he was brave and wise. He
enjoyed playing in the garden. One sunny day, he saw
a bee hive set on fire. He was brave enough to help
other bees out.
14. Questions:
Who is the bee in the story?
What characteristics Ben have?
Where did Ben playing?
When did Ben saw the Bee hive?
1.
2.
3.
4.
15. Literal Level
- Literal level is the understanding of any information
directly written in a reading comprehension.
- Literal questions are “fact” questions whose answers
can be found right in the text.
- focuses on reading the passages, hearing the words or
viewing images. It involves identifying the important and
essential information.
16. The Value of Literal Level
With guidance, students can distinguish between the
important and less important ideas.
17. Interpretive Level
-the focus shifts to reading between the lines, looking
at what is implied by the material under the study.
-it is the readers ability to extract ideas and
information not directly stated in the textbook
material, using prior oor background knowledge to
assist in such understanding.
18. a.Why
b.How
c. In what way
d.What is the main idea
e.Compare
f.Contrast
g.What could cause
Guide Questions
19. a. Why did Henry roll his eyes when his dad
started to play the guitar ?
b. John slammed the front door upon entering the
house, ran upstairs, and threw his books on the
bedroom floor. What is John’s mood?
Example Questions
20. Thought processes could involve ….
a. Integrating
b.Inferring
c. Explaining
d.Stating relationships
e. Comparing
f.Contrasting
g. Summarizing
21. The Value of Interpretive Level
Guiding students to recognize these perceived
relationships, promotes understanding and
decreases the risk of being overwhelmed by the
complexities of the text being viewed , heard or
read.
22. Critical Level
-it is all about analyzing or synthesizing information and
applying it to other information. Understandings at the
literal and interpretive levels are combined, reorganized
and restructured at the critical level to express
opinions, draw new insights and develop fresh ideas.
23. Critical Level
- Guiding students through the applied level shows
them how to synthesize information, to read
between the lines and to develop a deeper
understanding of the concepts, principles, and
implications presented in the text.
24. Critical Level
7 Critical Reading Strategies
Annotating
Contextualizing
Reflecting on Challenges to your Beliefs and
Values
Outlining
Summarizing
Paraphrasing
Evaluating the Logic of an Argument.
25. Question Examples:
According to the author, what are two of the main
purposes of the story?
Based on the passage, do you think the author has a
favorable or unfavorable view of the story? Cite
evidence from the text to support your opinion.
26. Applied Comprehension
Response to a text based on: Author's language, values,
imagery, style and purpose. Taking literal and interpretive
thinking and applying it to concepts or ideas to extend the
level of understanding. This process involves analytical
thinking, synthesizing information, and applying knowledge.
27. Applied level
Reveals some proficiency in:
Organizing information
Analyzing strengths and weaknesses of
arguments
Selecting and rejecting information
Detecting opinions and bias
28. Some Questions:
Could this possibly happen?
Is this argument logical?
What alternatives are there?
Is this fact or an opinion?
Do you agree or disagree with the author?
What is the best solution to this problem?
29. Example:
The polar-ice caps are melting at an alarming rate.
Danny heard a whisper come out from
the darkness - he thought he was
alone.
30. Sample Questions
What do you think is the writer's purpose for
writing this article? Is the writer being objective or
subjective about the issue?
