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    Reading Comprehension1 Revised 1

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    Wowie J Cruzat
    1) The document discusses reading comprehension and provides strategies for teaching it effectively. It explains key concepts like the Simple View of Reading (SVR) and foundations of meaning construction. 2) Comprehension questions should target different levels of thinking and skills. A framework is presented that classifies questions according to four levels of thinking and seven comprehension skills. 3) Effective teaching involves giving the right questions rather than right answers, as exemplified by a sample completed comprehension question table. The session aims to help teachers nurture strong reading comprehension in students.

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    © All Rights Reserved
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    Reading Comprehension1 Revised 1

    Uploaded by

    Wowie J Cruzat
    112 views96 pages
    1) The document discusses reading comprehension and provides strategies for teaching it effectively. It explains key concepts like the Simple View of Reading (SVR) and foundations of meaning construction. 2) Comprehension questions should target different levels of thinking and skills. A framework is presented that classifies questions according to four levels of thinking and seven comprehension skills. 3) Effective teaching involves giving the right questions rather than right answers, as exemplified by a sample completed comprehension question table. The session aims to help teachers nurture strong reading comprehension in students.

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    1) The document discusses reading comprehension and provides strategies for teaching it effectively. It explains key concepts like the Simple View of Reading (SVR) and foundations of meaning construction. 2) Comprehension questions should target different levels of thinking and skills. A framework is presented that classifies questions according to four levels of thinking and seven comprehension skills. 3) Effective teaching involves giving the right questions rather than right answers, as exemplified by a sample completed comprehension question table. The session aims to help teachers nurture strong reading comprehension in students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    112 views96 pages

    Reading Comprehension1 Revised 1

    Uploaded by

    Wowie J Cruzat
    1) The document discusses reading comprehension and provides strategies for teaching it effectively. It explains key concepts like the Simple View of Reading (SVR) and foundations of meaning construction. 2) Comprehension questions should target different levels of thinking and skills. A framework is presented that classifies questions according to four levels of thinking and seven comprehension skills. 3) Effective teaching involves giving the right questions rather than right answers, as exemplified by a sample completed comprehension question table. The session aims to help teachers nurture strong reading comprehension in students.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 96

    Session 8 -

    Reading Comprehension
    in the Early Years
    Mr. Kevin M. Daylo
    Teacher III
    Schools Division Office of Quezon City
    National Capital Region
    Why is
    comprehension
    important in
    reading?
    Comprehension
    adds meaning to
    what is read.
    And
    I
    Quote
    Instructions:
    1.Sets of jumbled words will be
    shown.
    2. Rearrange the words to unlock
    quotations. The quotations speak
    of the key concepts in this
    session.
    3. The first and last words are in
    correct positions.
    COMPREHENSION THE

    1
    READER THE BETWEEN
    A CONVERSATION IS
    AND TEXT
    “Comprehension is a

    1
    conversation between the reader
    and the text.”

    –Elijah Muhammad
    “Good teaching is more
    a giving of right

    2
    questions than a giving
    of right answers.”

    –Josef Albers
    EVERY IS MAPPED OUT
    WINNING EFFECTIVE

    3
    STRATEGY BY ON THE
    DESIRED END FOCUSING
    GOAL
    “Every effective winning
    strategy is mapped out by

    3
    focusing on the desired
    end goal.”

    –Wayne Chirisa
    #OOTD At the end of the session, the participants
    OBJECTIVES should be able to:
    OF THE DAY
    1.Explain reading comprehension based on the
    simple view of reading.
    2.Point out the foundations of meaning in
    reading comprehension.
    3.Analyze and classify comprehension
    questions based in the intertwinement of levels
    of thinking and comprehension skills.
    4.Survey and exemplify varied strategies,
    approaches, and methods pertinent to teaching
    comprehension.
    5.Accomplish conscientiously the given tasks.
    “Comprehension is a
    conversation between the reader
    and the text.”

    –Elijah Muhammad
    SVR

    Gough and Tunmer 1986


    SVR

    Gough and Tunmer 1986


    SVR
    SVR
    SVR

    Gough and Tunmer 1986


    SVR

    Gough and Tunmer 1986


    What does SVR tell
    about comprehension?
    • Reading comprehension is cognitive.
    • Listening comprehension is the
    foundation of reading comprehension
    • Reading comprehension is comprised of
    multiple skills.
    • The “ultimate goal” of reading is
    comprehension.
    Criticism on SVR
    The view is not encompassing.
    It only underscores the
    cognitive aspects of reading.
    Foundations of
    MEANING in
    Reading
    Comprehension
    There is READING
    COMPREHENSION
    when there is
    MEANING
    CONSTRUCTION.
    MEANING in READING
    COMPREHENSION
    When children read,
    do they solely focus
    on text?
    “Good teaching is more
    a giving of right
    questions than a giving
    of right answers.”

    –Josef Albers
    COMPREHENSION
    QUESTIONS
    ✔ meaningful
    ✔ encompassing
    Four Levels
    of Thinking
    ✔ Factual (F)
    ✔ Interpretive (I)
    ✔ Applicative (A)
    ✔ Transactional (T)
    ✔ Factual (F) – This involves
    memory and recall of
    information directly from
    the text; information is
    stated explicitly.
    ✔ Interpretive (I) – This
    requires inference and the
    manipulation of text-based
    information; information
    is implied in the text.
    ✔ Applicative (A) – This
    involves integrating text-
    based information with
    personal schemata
    ✔ Transactional (T) – This
    involves the use of text-
    based knowledge, personal
    knowledge and values.
    COMPREHENSION
    SKILLS
    1. Identifying details or specific
    information in text, which requires
    memory or visual scanning.
    2. Establishing a sequence of
    events or determining the order in
    which ideas or actions occur in the
    text.
    3. Associating cause and effect,
    which requires an explanation
    reasons and results
    4. Determining the main idea,
    which requires interpretation and
    synthesis of information
    5. Predicting outcomes based on
    integrating and projecting
    information
    6. Valuing, a comprehension skill
    based on applying personal views,
    attitudes, beliefs, and values
    7. Problem solving, a
    comprehension skill that involves
    manipulating and transforming
    information to address certain
    gaps, situations, and issues
    presented in the text
    COMPREHENSION SKILLS
    1. Identifying Details – (ID)
    2. Sequence of Events – (SE)
    3. Cause and Effect –
    (CE)
    4. Main Idea – (MI)
    5. Predicting Outcomes –
    (PO)
    6. Valuing – (V)
    7. Problem Solving –
    FRAMEWORK OF
    COMPREHENSION
    QUESTIONS
    Four Levels of Thinking

    • Factual -
    (F)
    • Interpretive -
    (I)
    • Applicative - (A)
    • Transactional/ -
    COMPREHENSION SKILLS
    1. Identifying Details – (ID)
    2. Sequence of Events – (SE)
    3. Cause and Effect –
    (CE)
    4. Main Idea – (MI)
    5. Predicting Outcomes –
    (PO)
    6. Valuing – (V)
    7. Problem Solving –
    COMPREHENSION SKILLS
    F, ID 1. Where did the couple live?
    I, ID 2. What were the three wishes they made?
    F, CE 3. Why did the grapes jump from the
    basket to the old woman’s ears?
    T, CE 4. If you were the fairy, would you also
    have appeared because of knowing the
    wishes of the wife? Why or why not?
    I, SE 5. Where did their trouble begin?
    COMPREHENSION SKILLS
    F, MI 6. What is the title of the story?
    F, PO 7. What will happen next?
    I, PO 8. Would the fairy appear in front of the
    couple again after the last wish? Why or
    why not?
    A, V 9. Do you think the third wish was good
    for the couple?
    T, PS 10. Pretend you are the fairy. How would
    you have helped the couple?
    Completed
    Comprehension
    Question
    Table
    Completed
    Comprehension
    Question
    Table
    “Good teaching is more
    a giving of right
    questions than a giving
    of right answers.”

    –Josef Albers
    “Nurturing strong roots in
    reading comprehension
    cultivates a lifelong garden
    of knowledge.“
    - Eduardo Domingo Ellarma
    Matatag at garantisadong
    nagilingkod sa kabataang
    Pilipino . . .

    Maraming
    salamat! Eduardo D. Ellarma, PhD
    EPS – Filipino
    Lingkod-Bayan

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