DEVELOPMENTAL READING CLASS

2.  Imagine your employer has just handed you an
important document to read and tells you he
expects a summary of the material on his desk by
tomorrow. You take a look and see it is written in a
language totally foreign to you. After your initial
confusion, you may try to make some sense of it
and scan the document. While you may be able
to phonetically decipher the words and sound
them out, that’s where your “reading” would end.
You wouldn’t have any idea what the words you
just read actually meant. How would you feel?

3.  Comprehension is the complex cognitive
process involving the intentional
interaction between reader and text to
extract meaning.
 It’s answering “yes” to the question, “Did
you ‘get’ what you read?

4.  The capacity of the mind to perceive
and understand”.(Webster collegiate)
 To receive or take in the sense of (as
letters or symbols) by scanning; to
understand the meaning of written
words. ( Webster dictionary)
 If readers can read the words but do not
understand what they are reading,
they are not really reading.

5.  The ability to understand or get meaning
from text. It is the reason for reading and a
critical component of all content learning.
 It is the interaction between the text being
read and the reader’s existing prior
knowledge and expectations will
generate meaning and comprehension.
( Leu and Kinzer, 1995)
 Comprehension is not something that
happens after reading ( Fountas, 2000)

6.  Some students require
explicit
comprehension
strategy instruction.
 Teachers play a critical
role in helping students
develop
comprehension
strategies.
 Initially comprehension
strategies can be
taught one at a time.
 Research indicates
that comprehension
strategies should be
explicitly taught and
modeled long term at
all grade levels.
 Students should
practice the strategy
with guidance, using
many texts, until they
have a good
understanding.

7.  Good readers use a number of strategies:
 Asking questions
 Making connections
a. Text to self
b. Text to text
c. Text to world
 Making predictions
 Inference
 Summarize
 evaluate

8.  Top 6 Comprehension Strategies.mp4

9.  The term basically describes reading and
writing skills that make it very difficult to
manage daily living and work in an
environment that requires reading
beyond the most elementary level.
People with such skills may not be purely
illiterate, meaning they can read and
write in some capacity, but their reading
comprehension level is so low they can’t
manage the every day aspects of life.

10.  The lack of strong reading comprehension
skills obviously affects a student’s success
in school. Academic progress depends on
understanding, analysing, and applying
the information gathered through reading.
But it goes much further than that. Poor
reading comprehension skills have been
also been linked to poverty and crime.
Consider these facts:

11. • Over 60% of inmates in the U.S prison
system have reading skills at or below the
fourth grade level.
• 85% of U.S juveniles in prison are
functionally illiterate.
• 43% set of adults with extremely low
reading skills live at or below the poverty
line.
 And even more alarming:
• Nearly 2/3 of students who reach the
fourth grade without proficient reading
skills end up on welfare or in prison.

12.  developing strong reading
comprehension skills is essential for a rich
academic, professional, and personal
life.

13.  Comprehension, just as reading, is
integral to everyday life in our society.
 Students need to realize that we need to
understand everything we read in order
to learn from the text we interact with.
 Because of the demands of high stakes
testing, students need to learn to extract
important information and transfer their
knowledge to read and respond to
different types of questions.
 Students need to use comprehension
skills across different mediums such as
text books, the internet, and even video
games

14.  Starting at the kindergarten
level, teachers should
emphasize that readers read
for meaning, not just to be
“word identifiers.”
 We as teachers need to model
to students that reading is
thinking, and how much we
value that process.
 Making connections to ones’
self, to another text, or to the
world are very important
strategies.
 “The direct and explicit
teaching of comprehension
strategies helps K-3 students
become active readers who
are engaged in understanding
written text. Teachers provide
direct and explicit teaching of
comprehension strategies
through explanation,
demonstration or modeling,
guided practice, and
opportunities for children to
practice using comprehension
strategies when reading grade-
appropriate children’s text.”

15. http://www.k12reader.com/the-importance-of-reading-
comprehension/
http://www.learningrx.com/reading-
comprehension.htm#SIWdThpS.dpuf
https://www.youtube.com/watch?v=ErCcnRR-39I

16. PREPARED BY; SANDRA MAE KIMNON