Cognitive factors that affect reading comprehension
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Cognitive factors that affect reading comprehension include decoding and word recognition skills, vocabulary knowledge, attention and motivation levels, and the quality of reading material. Readers need to be able to decode words and recognize relationships to comprehend text. A larger vocabulary allows faster interpretation of meaning. Attention and motivation influence understanding, as distracted or unmotivated readers struggle. Poor quality reading material can reduce motivation and comprehension.
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Cognitive factors that affects reading and writting
This document discusses cognitive factors that affect reading and writing comprehension. It defines reading comprehension and notes that roughly 85% of children with learning difficulties struggle primarily with reading. Decoding, comprehension, and retention difficulties are described, along with signs of each. Writing difficulties are also explored, with attention problems, spatial/sequential ordering problems, memory issues, language problems, and difficulties with higher-order cognition provided as examples. Specific ways these issues might appear in a child's reading and writing are outlined.
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The document discusses several factors that can contribute to reading and writing difficulties, including cognitive, linguistic, emotional, physical, and socioeconomic factors. It focuses on several specific cognitive factors like overall cognitive ability, memory, attention, and associative word learning. Language deficits in areas like vocabulary and phonological skills are also discussed. Emotional and social factors like learned helplessness from repeated failure can impact reading progression or be both a cause and effect of challenges. The document stresses the importance of teachers seeking help for struggling readers by getting to know the student, encouraging literacy at home, tapping school resources, reflecting on teaching practices, and advocating for additional support.
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1. The document discusses the phenomenon of "word calling" where children decode words without comprehending the passage. It notes that word calling depends on a child's listening comprehension and decoding ability.
2. It also examines the consequences of differing "reading histories" between good and poor readers, including motivational and self-esteem differences. Long-term effects are explored.
3. The reading-level match design is presented as a way to compare the performance of older disabled readers to younger non-disabled readers at the same reading level to control for practice effects. This helps determine if deficits are due to lack of experience.
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1. The document discusses the phenomenon of "word calling" where children decode words without comprehending the passage. It notes that word calling depends on a child's listening comprehension and decoding ability.
2. It also examines the consequences of differing "reading histories" between good and poor readers, including motivational and self-esteem differences. Long-term effects are explored.
3. The reading-level match design is presented as a way to compare the performance of older disabled readers to younger non-disabled readers at the same reading level to control for practice effects. This helps determine if deficits are due to lack of experience.
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2. Studies have found no significant differences between how quickly men and women learn a second language. However, women tend to have greater verbal fluidity while men are better at computing compositional rules.
3. Individual learner aptitude, which includes phonemic coding ability, inductive language learning ability, and associative memory capacity, influences how quickly one learns a second language.
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The document outlines the key components of the reading process including:
1. Vocabulary, which includes receptive vocabulary (words taken in when listening and reading) and expressive vocabulary (words used when speaking and writing).
2. Comprehension, which is the level of understanding of a text/message from interaction between words and outside knowledge.
3. Oral reading fluency, which is reading aloud with expression to demonstrate understanding, and has three key components - accurate word recognition, automaticity, and appropriate rhythm and intonation.
4. Reading attitude/motivation, which is one's attitude toward reading.
5. Phonological awareness, which is the ability to work with
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4. Sociopsychological Identity Model
5. Self-confidence change
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7. Subtractive change
8. Productive change
9. Split change
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The document outlines the five essential components of reading: phonics, phonemic awareness, vocabulary, fluency, and reading comprehension. It provides a brief definition and examples of how each component is developed and applied when reading. Phonics involves connecting sounds to letters, phonemic awareness focuses on the sounds within words, vocabulary is understanding the words, fluency is reading with speed and expression, and comprehension integrates all the components to derive meaning from text. Developing skills in all five areas is necessary for children to become successful readers.
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This document discusses concepts of print, which refers to a student's understanding of how printed language works. It provides information on developmental stages of reading based on Piaget and Chall, and how these relate to concepts of print. The document also discusses assessing concepts of print using tools, building concepts of print through instructional strategies like read alouds and print referencing, and planning targeted small group or one-on-one instruction. Teachers are encouraged to explicitly teach concepts of print that students may not have naturally acquired in order to establish a strong foundation for reading.
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Reading: Comprehension, Strategies and Activities
This is a general presentation about teaching reading to EFL classes. It includes a summary of reading strategies and activities.
Reading as a Physiological Process
The document discusses the physiological process of reading. It begins with light from printed symbols hitting the retina and inducing chemical changes that create nerve currents. These currents then travel to the mid-brain and cerebral cortex, where the symbols are interpreted. The process involves the eyes fixating on and moving between words using movements like saccades and regressions, recognizing groups of words at a time from left to right or right to left.
Types of reading.ppt
There are several types of reading that can occur in a language classroom including oral, silent, intensive, and extensive reading. Intensive reading focuses on linguistic details, vocabulary, and close analysis of the text. It aims to build language knowledge rather than just reading practice. Extensive reading involves reading large amounts of interesting texts to build reading fluency, confidence, and enjoyment. Skimming and scanning are also discussed. Skimming is a quick read to understand the overall meaning and organization, while scanning is searching quickly for specific facts or details. Both skills are useful for second language learners.
The Reading Skills
The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
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Cognitive factors that affect reading comprehension
- 1. NAME: JEAN CARLA ONG<br />SUBJECT: DEVELOPMENTAL READING I<br />TOPIC: Cognitive Factors That Affect Reading Comprehension<br />Cognitive Factors That Affect Reading Comprehension<br />1. Decoding and Word Recognition<br />-ability of the reader to make sense relationships, including proper pronunciation.<br />2.Vocabulary<br />-Individuals with a wider vocabulary can interpret the meaning of reading passage faster and those thoroughly than individuals who must good at the meaning of unfamiliar words.<br />3. Attention and Motivation<br />-a reader whose focus is on the other thing, they can’t understand what they read.<br />-less motivation is less that they can understand what they’ve read.<br />4. Quality of Reading Material<br />-poor quality reading material can also cause readers to lose motivation while reading.<br />