Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
SJSD Comprehension Strategy Professional DevelopmentDrDial
Slides from Professional Development on February 19, 2013 in the St. Joseph School District regarding the importance of Comprehension Strategies in the implementation of the Common Core.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Name: REINALYNE F. IGNACIO & ANGELYN ALACBAY<br />Subject: DEVELOPMENTAL READING <br />Topic: COMPREHENSION AND LEVELS OF COMPREHENSION<br />What is Comprehension?<br />Webster’s Collegiate Dictionary offers this definition of comprehension: “capacity of the mind to perceive and understand.” Reading comprehension, then, would be the competence to perceive and understand the meanings communicated by texts.<br />According to Webster’s Dictionary, comprehension is “the capacity for understanding fully; the act or action of grasping with the intellect.” Webster also tells us that reading is “to receive or take in sense of (as letter or symbols) by scanning; to understand the meaning of written or printed matter; to learn from what one has seen or found in writing or in print.”<br />The ability to understand or get meaning from text (any type of written material). It is the reason for reading and a critical component of all content learning.<br />It is the think done before, during, and after reading.<br />Comprehension is not something that happens after reading (Fountas, 2000).<br />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).<br />If readers can read the words but do not understand what they are reading, they are not really reading.<br />Indicators of Learners’ Reading Comprehension<br />Construction of meaning from textActivation of background knowledge before, during and after reading textMonitoring of learners own understanding of textIdentification of what they do not understandAbility to use appropriate strategies to synthesize what they readCreation of visual and other sensory imagery from text during and after readingIdentification and interpretation of vocabulary critical to the meaning of the textGenerating questions to generate information from textRetelling text orally and/or in written formSummarizing text orally and/written formUsing graphic aids and illustrationsExamining and extending the meaning of the textResponding to text in oral discussion and written formMaking inferences from textAbility to compare complex concepts of textAnalysis of the text structure and story elements<br />Comprehension Levels<br />The levels of comprehension, or complexity of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading.<br />LEVELDescriptionQuestion AskedLevel OneLITERALThis level is knowing what is actually stated which includes facts and details, rote learning and memorization.This level involves surface understanding only.At the literal level of comprehension, readers are at the most basic of levels. Readers are building their knowledge but they do not necessarily have command of it.When they first approach brand new information, readers are at the literal level of comprehension.Common questions used to illicit this type of thinking are who, what, when, and where questions. These are the easiest to answer because the answer is expressed directly.Level TwoINTERPRETATIVEThe reader gleans what is implied or meant, rather than what is actually stated.This level involves drawing inferences or reading between the lines.Readers tap into prior knowledge/experience and attach new learning to old information.Readers make logical leaps and educated guesses.Readers read between the lines to determine what is meant by what is stated.At this level, readers are attempting to understand what the author meant by what he/she said in the story, paragraph or textbook. It is presumed that they have already memorized certain facts at the literal level and now they are attempting to see the implications of the author’s words.At this level, readers are attempting to understand that which they memorized at the literal level of comprehension.The types of questions asked are open-ended, thought-provoking questions like why, what if, and how. The answers to these questions are not directly stated. One is asked to analyze and think about what he has read and to use his background knowledge about the subject to answer the question.Level ThreeAPPLIEDThis involves taking what was said(literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.Readers analyze or synthesize information and apply it to other information.At this level the reader or studentCan attempt to answer this question: How would the author’s message apply to other situations given what you memorized and understood at the other two levels?Readers are attempting to elevate or raise their thinking one more “notch” or level to a more critical, analyzing level. This presumes that they have already reached the previous two levels. They are “reading between the lines” and then examining the message from the author and attempting to apply that message to other situations.Common questions may include In what ways…If these are…If you were…These questions ask one to go beyond literal and interpretive reading by applying the information one has just read to another similar or familiar situation.<br />Skills that are Important for Comprehension<br />Understand the wordsComprehend what the wordsFind facts and detailsSeek one or more pieces of information in the textFind main ideasFrom the whole content, prioritize the overriding (primary) theme or ideaFigure out the sequenceTell the order or eventsFind cause-effectSee how one person, action, or event triggers another; also, identify the “who” or “what” that occursMake inferencesDevelop ideas or images based on what is read in the text but do not statedGeneralizeDiscern the relationship between single events and the larger situation or other eventsIdentify tone/moodSense how the author was feeling and how he wanted the reader to feel while readingIdentify “theme”See the “big picture” moral or abstract ideaIdentify characterizationComprehend what makes characters act as they doDistinguish fact from fictionSort out what is real and what is part of the imaginary world created by the authorFind bias or propagandaNotice obvious or hidden bias<br />Cognitive Factors that Affect Reading Comprehension<br />Reader interest/Motivation for Reading Waxier (2004) claims that “we cannot downplay the role that student interest and motivation play in constructing meaning.” Readers read for several reasons, e.g. for pleasure, knowledge generation and many other reasons. However, we must consider the materials that are appealing and interesting to them. In reading, there are two general motivation orientations. These are: Intrinsic – engagement in a reading activity by choice and for its own sake; deep involvement that fulfills a desire to learn or know. Extrinsic – engagement in a reading activity for the purpose of receiving some external, usually surface level reward or recognition, such as praise or positive evaluation, or avoidance of punishment; desire to complete the reading task rather than understand itSchema This is distinctly personal store of knowledge gained through a lifetime of experiences. This stored knowledge along with its storage structure is called schemata. This term is often used in its singular form - schema – that refers to an organized lump of knowledge or experience, often coupled with feelings or emotions associated with experience at the time the information was stored. When readers have little or no schema for a subject, comprehension is greatly impeded. Schema is often compared to the filing system our brain uses catalog information the files on a computer and the storage system by which those files are organized in the computer’s memory. This theoretical construct of cognitive structure again argues for reading as a meaning making activity that is unique to the individual. Comprehension does not proceed independently of a reader’s fund of related experiences and background knowledge or schemata. Schema theory was developed by R. C. Anderson, a respected educational psychologist. This learning theory views organized knowledge as an elaborate network of abstract mental structures which represent one’s understanding of the world. SIL international (1999) maintains that analyzing the Schema Theory leads us to realize that:It is important to teach general knowledge and generic concepts. A large proportion of learner difficulties can be traced to insufficient general knowledge, especially in cross-cultural situations.Teachers must help learners build schemata and make connections between ideas. Discussion, songs, role play, illustrations, visual aids, and explanations of how a piece of knowledge applies are some of the techniques used to strengthen connections.Since prior knowledge is essential for the comprehension of new information, teachers either need to:Help students build the prerequisite knowledge; or Remind them of what they already know before introducing new material.Schemata grow and change as new information is acquired.Learners feel internal conflict if they are trying to assimilate schemata which contradict their previous suppositions. Teachers need to understand and be sympathetic to this tension.Deep-seated schemata are hard to change. An individual will often prefer to live with inconsistencies rather that to change a deeply-held value or belief.Metacognition Another important concept related to the development of fluent reading is that of metacognition or metacognitive awareness. Simply stated metacognition is knowing about knowing, thinking about thinking. Metacognition is knowing “what we know” and “what we don’t know.” The basic metacognitive strategies are:Connecting new information to former knowledge.Selecting thinking strategies deliberately.Planning, monitoring, and evaluating thinking processes. A thinking person is in charge of his behavior. When he employs metacognition, he does the following:Determines when it is necessary to use metacognitive strategies;Selects strategies to define a problem situation and researches alternative solutions;Tailors this search for information to constraints of time and energy; monitors, controls and judges her thinking;Evaluates and decides when a problem is solved to a satisfactory degree or when the demands of daily living take a temporary or permanent higher priority; Metacognitive reflection questions could include: What was expected to do? What part of this process/assignment were difficult, and why? If I were to do this over again, what would I do differently? What are some connections between learning this and other subjects? How does what I have learned relate to other things I do? What are some examples of what I did well/ how has this problem helped me become a better problem-solver? Which vocabulary and comprehension strategies best work for me?<br />