Assignment submitted by students of 5EEE of batch 2012-16,Amity University. Members: Priya Banerjee - A2324612003 Sharon Elizabeth Koshy - A2324612009 Anamika Manna - A2324612076

1. GROUP PRESENTATION ON:
READING COMPREHENSION
SUBMITTED TO :
MR.PARVEEN KUMAR
SUBMITTED BY :
PRIYA BANERJEE ( A2324612003 )
ANAMIKA MANNA ( A2324612076 )
SHARON ELIZABETH KOSHY ( A2324612009 )

2. INTRODUCTION
Reading is to construct meaning from text. Read for meaning and
understanding . Reading is an art form and good readers do certain
things that get themthe meaning that the process is designed to extract.
Enhancing comprehension
• Begin with what is already known.
• Always try to make sense of what is read.
• Ask questions; before, during and after reading.
• Predict and think about what will happen next in the text, or how
questions will be answered.
• Read with a purpose to understand.
• Know that as a good reader, often REREAD parts of, or even, the whole
text two or more times in order to make sense of what is being read.

3. SQ4R
• This method engages the reader during each phase of the reading process
• Readers preview the text material to develop predictions and set a purpose for
reading by generating QUESTIONS (Q) about the topic.
• They monitor their comprehension as they summarize WRITE (2R) & RECITE
(3R).
MAIN COMPONENTS OF SQ4R :-
Place the reading in CONTEXT. What is the passage about and ask yourself
“Do I have any prior knowledge about the topic?”
• SURVEYING AND SYSTEMATIC READING will put these questions into
motion.
• Ask question about what is not known.
• Make simple and general questions if you don’t have any prior knowledge.
• These questions GUIDE YOUR SPEED AND COMPREHENSION as you attempt
to answer them.

4. STUDY STRATEGY FOR SQ4R
1.SURVEY
• Title, topic sentence in each paragraph, and introductory paragraph(s).
• Headings, subheadings, and italicized words.
• Summary at the end of the chapter.
2.QUESTION
• Anticipate test questions.
• Turn each heading and subtitle into a question.
• Who? What? When? Where? Why? How?
• Restate the objectives from headings to help fix them in your mind.
3. READ
• Create meaningful organization.
• Read only the material covered under one heading or subheading at a time.
• Read ideas, not just words.
• Read aggressively, to get answers, to note supporting details, and to remember.

5. 4. RECORD
• Reread or skim to locate and prove major points.
• Outline key terms and ideas.
• Always read/question/recite before marking or taking down notes.
• Verify notes/answers against the text.
5. RECITE
• Look away from the book and "recite" (out loud) the major concepts of the section.
• Answer questions raised before the reading process in detail.
• Recall the answer and do not refer to the book.
6. REVIEW
• Find personal applications.
• Look over notes, headings and subheadings in the text to get an overall view of the main
points
• Recall sub points under each main point.
• Aim to do an immediate review and later review.
• Periodically test yourself to see how much you remember. Don't put off review until the
night before the test.

6. PQRST
 Reading method where the read
information gets stored in our long term memory.
 Based on the works of THOMAS & H.A. HOBINSON , SPACHE & BERG and R.P.
ROBINSON.
 Improves reader’s understanding, recalling abilities etc.
The method involves five steps:
1. Preview - ( starting of the chapter)
2. Question
3. Read
4. Summarize
- ( required for each section )
5. Test - ( chapter end )

7. STUDY STRATEGIES :
1. PREVIEW :
• skim through the entire chapter to know / get gist of what we are going to cover/ study
• done by reading the introduction, headings involved, section introductions, checking
figures, etc.
• followed by summary reading
2. QUESTION :
• self questioning ; For example : “ what am I supposed to learn in this section ? “
• helps the brain to get in sync with the discussed topics
3. READ :
• going through / read the chapters carefully
• understanding or finding the meanings of difficult words
• relating to other pre-read matters/ chapters or similar topics
• highlighting / underlining key sentences

8. 4. SUMMARIZE :
• taking notes after complete study of the chapter
• short writing based the studied chapter
• summing up the information gathered
• thinking about main ideas that we learnt
• check back the missing texts
5. TEST :
• identical to the process of reviewing
• read / go through the summary / notes prepared
• thinking about the relevance and fitting it together of what you learnt
• reread the each section summary
• self recitation

9. The SQ3R Method
SQ3R is a reading strategy formed from its letters:
Survey! Question! Read! Recite! Review!

10. Survey
• The title, headings, and subheadings
• Captions under pictures, charts, graphs or maps
• Review questions or teacher-made study guides
• Summary
Question
• Turn the title, headings, and/or subheadings into questions
• Read questions at the end of the chapters or after each subheading
• Question yourself on prior knowledge
• Question yourself on the possible explanation of the passage
Read
• Look for answers to the questions raised earlier
• Note all the underlined, italicized, bold printed words or phrases
• Reduce your speed for difficult passages
• Stop and reread parts which are not clear
• Read only a section at a time and recite after each section

11. Recite
• Orally ask yourself questions about what was just read, or summarize it in your
own words
• Take notes from the text but write the information in own words
• Underline or highlight the important points
• More the number of senses involved, chances of memorizing improve:
Triple strength learning: Seeing, saying, hearing
Quadruple strength learning: Seeing, saying, hearing, writing!!!
Review
• Reread the document or your notes so as to understand all of the information.
• Discuss the material with someone.
• Finally, schedule regular reviews of the material to keep it fresh in mind.

12. Conclusion
 Reading plays an important role in every aspect of our lives,
especially in academics
 Understanding what we read plays the most important role
in increasing knowledge.
However, this is a continual process.
Knowing is not enough; we must apply.
Willing is not enough; we must do.
Johann Wolfgang von Goethe
We are what we repeatedly do. Excellence, therefore, is
not an act but a habit.
Aristotle