This document discusses comprehension, which is the ability to understand written text. It provides information on comprehension exercises, strategies for improving comprehension like connecting to prior knowledge and asking questions, different types of comprehension strategies, assessing comprehension, the importance of teaching comprehension, and causes of difficulties with comprehension. Key points include that comprehension involves understanding both explicit details and implied meanings, it is important for developing 21st century literacy skills, and teachers can help students improve comprehension through instruction.

1. ENGLISH
Group Members
 Rukhsar Ali
 Mishal Sonia
 Anum Muzammil
 Bisma Sultan
 Wajeeha Ayub

2. COMPREHENSION

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The ability to understand something. A
comprehension exercise consists of a passage upon
which questions are set to test the students ability to
understand the content of the given text and to infer
information and meanings from it.

5. RULES OF COMPREHENSION
 Read the passage fairly quickly to get the general
idea.
 Read again , a little slowly , so as to know the
details.
 Study the questions thoroughly . Turn to the
relevant portions of the passage , read them again ,
and rewrite them in your own words , neatly and
precisely .

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 Use complete sentence
 If you are ask to give the meaning of any words or
phrases , you should express the idea as clearly as
possible in your own words . Certain words require
the kind if definition that is given in a dictionary .
Take care to frame the definition in conformity with
the part of speech.
 Have a clear and logical thought process. Do not
clutter your brain with unnecessary and irrelevant
thoughts and details.

7. IN THE EXAMINATION HALL
 . Read the passage at least twice and understand
its contents well. This should not take more than
five minutes for a small and ten for a long
passages.
 Do not read the questions first. This may tempt you
to look for only particular information in the passage
and consequently, affect full comprehension. It is
important to first understand the passage before
you go to the questions because if the questions
are not very specific, you may commit a lot of
mistakes. Generally, the passages have a mix of
implied ideas and specific detail type of questions.

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 . Eliminate regression, i.e., going back to the lines
you have just read. This is out of habit developed
over years of wrong or half-hearted reading. This
must be done away with as the maximum time you
should take to answer all the questions after
reading a passage is about seven minutes.
Regression is the result of lack of concentration and
assumptions.
 Do not let your own knowledge (or lack of it)
interfere with the contents of the passage. Do not
make any attempt to agree or disagree with the
author.

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 Your principal task in attempting a comprehension
passage should comprise:
i. Finding the topic. The topic must be precise. Generally
the topic is found either in the first or in the last line.
ii. Finding the main idea. This can be a definition, a
classification, a purpose or an elaboration of the topic;
often the topic and the main idea are the same.
iii. Finding major supporting details. The supporting
details modify, explain or elaborate the main idea. You
should learn to recognize these supporting details that
explain, illustrate, compare and contrast, show cause-
effect relationship or merely restate the main idea in
other words.

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 Underline the words you don’t know the meaning
of. Try to relate them to the given context.
 Resort to sentence analysis and break a sentence
into parts, looking for answers to who, what, whom,
when, where, which, why and how.
 Locate reference words and check what they refer
to.
 Underline signal words and look for what they
indicate.
 . If the passage contains more than one paragraph,
resort to paragraph analysis in the manner given
above (5 to 10).

11. TYPES OF COMPREHENSION STRATEGIES
There are six main types of comprehension
strategies .
 Make Connections—Readers connect the topic or
information to what they already know about
themselves, about other texts, and about the world.
 Ask Questions—Readers ask themselves
questions about the text, their reactions to it, and
the author's purpose for writing it.

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 Visualize—Readers make the printed word real
and concrete by creating a “movie” of the text in
their minds.
 Determine Text Importance—Readers
 distinguish between what's essential versus what's
interesting,
 distinguish between fact and opinion,
 determine cause-and-effect relationships,
 compare and contrast ideas or information,

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 discern themes, opinions, or perspectives,
 pinpoint problems and solutions
 name steps in a process,
 locate information that answers specific questions,
 summarize.

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 Make Inferences—Readers merge text clues with
their prior knowledge and determine answers to
questions that lead to conclusions about underlying
themes or ideas.
 Synthesize—Readers combine new information
with existing knowledge to form original ideas, new
lines of thinking, or new creations.

17. INFORMAL ASSESSMENT
 Asking students if they understand a story or an
information piece.
 Having conversation with the students about the
material read.
 Observing students as they response to text
verbally and non-verbally.
 Observing student behavior for evidence for using
clues while reading .

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 Observing student response to the text in art and
writing .

22. THE ROLE OF COMPREHENSION INSTRUCTION
Teachers can play a critical role in helping students
develop their comprehension skills. Reading research
has shown that comprehension instruction can help
students do a better job of understanding and
remembering what they read. Good instruction can
also help students communicate with others, verbally
and in writing, about what they’ve read.

23. COMPREHENSION IS EVEN MORE
IMPORTANT TODAY
Comprehension is an essential part of successfully
developing 21st century literacies. It is a vital tool for
reading in our modern age, a vehicle through which
we:
 gain meaning from the words someone else has
constructed,
 learn something new, to confirm something we
think,

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 understand another’s viewpoint,
 to relax and, yes,
 even to escape from the everyday pressures of life.
A student can do all those things well and still not
understand what the words mean.

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What value is there in that? Whether you teach
reading in the classroom or work with your own
children at home, be careful that you always define
reading, not by the subskills involved, but by the
understanding gained.

26. CAUSES OF READING COMPREHENSION FAILURE
 Inadequate instruction
 Insufficient exposure and practice
 Deficient word recognition skills
 Deficient memory capacity and functioning
 Significant language deficiencies
 Inadequate comprehension monitoring and self-
evaluation

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 Unfamiliarity with text features and task demands
 Undeveloped attentional strategies
 Inadequate cognitive development and reading
experiences

28. THANK YOU