READING MATERIALS FOR BETTER COMPREHENSION

The best way to answer the question is to examine the thought processes and behaviours of proficient readers. Research on reading comprehension and the cognitively-based comprehension strategies used by proficient readers conducted by Pressley and Block (2002) indicate that good readers know and select from a number of strategies:
•          Previewing and predicting
•          Activating prior knowledge
•          Attending to vocabulary
•          Monitoring their understanding and solving problems
•          Questioning the text during and after they read
•          Summarising by identifying key points or concepts
•          Visualising in order to respond
•          Making inferences and deductions about what they read
•          Synthesising ideas from a text
•          Empathising with characters
•          Adopting a critical stance
•          Read selectively, choosing texts that serve their goals and purposes

The strongest and weakest readers are easier to spot, while children with strong word reading skills and weak comprehension are perhaps the easiest to miss. If we hear a child read fluently it may mask the fact that they do not fully understand what they are reading. These children can benefit from lots of group- and teacher-led talk as well as learning to use specific cognitive strategies to enable them to access texts independently.
So why might a child struggle to obtain meaning from what they read? Are there typical ‘blockers’ to comprehension? Typically, the learner will be encountering any number of the following issues:
  • Limited word level skills – it may be the case that a child has never really grasped the phonic approach.
  • Low motivation to read – it’s so important for all the adults in children’s lives to try to instil a love of reading from an early age, if a child experiences difficulty understanding what they read it will inevitably have an impact on their motivation.
  • Anxiety and lack of self-belief – if a child struggles with reading this is likely to impact on their perception of their own abilities.
  • Lack of self-regulation – this could include any or all of: poor working memory, weak information retention/ retrieval, lack of independent problem solving skills.
  • Lack of generic ‘life’ experience – a limited frame of reference to bring to what they read, due to a lack of interaction with potential role models, and an absence of diverse and varied personal experiences to draw upon.
  • Weak vocabulary – usually resulting from lack of exposure to richer forms of language both aurally and through reading.

FREE AVAILABLE READING MATERIALS

LEVEL 2 READING PASSAGES


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READING MATERIALS FOR BETTER COMPREHENSION READING MATERIALS FOR BETTER COMPREHENSION Reviewed by DepEd Click Admin on August 30, 2018 Rating: 5

11 comments:

  1. thank you so much for sharing ...Great help...God bless you and may all the good force be with you!!!
    ALL THE BEST!!!

    ReplyDelete
  2. Thank you very much for the shared reading materials. Wish you all the BEST!!

    ReplyDelete
  3. Thank you so much po and more power!

    ReplyDelete
  4. Thank you for sharing. Now we will have some materials for our Reading Center. God bless

    ReplyDelete

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