KELOMPOK 3

KELOMPOK 3Reading ComprehensionReading comprehension is defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message.Teaching reading comprehensionOne strategy for reading comprehension is the technique called SQ3R. This stands for Survey, Question, Read, Recite, and Review. In order to get an understanding of the text, you should survey the chapters. This consists of quickly looking at the title, headings and any subheadings. Look at any end of chapter questions as well. While surveying, you ask questions about the topics you have scanned, such as, "What did my teacher say about this chapter?"The next thing is to begin reading. In a chapter book, you would read the majority of the words. In a textbook, just read quickly for the key words. These are words seen in the chapter questions, teacher made questions and in the titles or subtitles of the chapter.After reading a portion or section of the book, recite what you have read out loud. By orally summarizing what you just read it helps to cement the content in your memory.The last technique is to review what you have read again. By writing down key facts from the chapter and reviewing it, you will better understand the information.VocabularySeveral theories of vocabulary instruction exist, namely, one focused on intensive instruction of a few high value words, one focused on broad instruction of many useful words, and a third focused on strategies for learning new words.Reading strategiesBefore the 1980s, little comprehension instruction occurred in the United States (National Reading Panel, 2000)[citation needed]. Palinscar and Brown (1984)[citation needed] developed a technique called reciprocal teaching that taught students to predict, summarize, clarify, and ask questions for sections of a text. The technique had positive outcomes. Since then, the use of strategies like summarizing after each paragraph have come to be seen as effective strategies for building students' comprehension.Today, most reading comprehension programs teach students explicit reading strategies using teacher direct instruction with additional student practice.

Professional development for students and small childrenThe National Reading Panel noted that comprehension strategy instruction is difficult for many teachers as well as for students , particularly because they were not taught this way and because it is a very cognitively demanding task. They suggested that professional development can increase teachers'students willingness to use reading strategies but admitted that much remains to be done in this area.[citation needed] The directed listening and thinking activity is a technique available to teachers to aid students in learning how to un-read and reading comprehension. It is also difficult for students that are new.Reading difficult textsSome texts, like in philosophy, literature or scientific research, may appear more difficult to read because of the prior knowledge they assume; they may assume the tradition from which they come, or assume having read a text which the author is criticizing or parodizing. Such knowledge is assumed rather than restated, for economic reasons, for saving time and space.Reading comprehension and hyperlinksText with embedded hyperlinks makes different demands on the reader than traditional text. This has been a popular subject of recent articles and books by authors such as Nicholas Carr and psychologists such as Maryanne Wolf. Their concerns revolve around the detrimental effect the internet may have on attention and reading comprehension.Testing Reading ComprehensionThe purpose of reading is to connect the ideas on the page to what we already know, the text and background knowledge. If we don't know anything about a subject, then pouring words of text into our mind is like pouring water into your hand. You don't grasp much. As ESL/EFL teachers, we are aware that the primary objective of reading is comprehension--being able to find meaning in what is read. Thus, we give our students reading assessments in order to test their reading abilities. When we are preparing these assessments, we may go through some of the followings:We ensure that we select an appropriate text.We make sure that the language used in the text is suitably geared to our students' proficiency.We carefully study the text to ensure that the information in each paragraph is tested.

Content of questionsliteral comprehension: Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. According to Karlin(1971), "being able to read for literal meanings i.e. stated ideas is influenced by one's mastery of word meanings in context'.Interpretive comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyze carefully what they have read. Students need to be able to see relationships among ideas, for example how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. At this level, teachers can ask more challenging questions to the students.Critical comprehension : At this level ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented.Forms of questionsWe present and discuss five forms that comprehension questions may take to stimulate students' understanding of texts. This is not a discussion of all possible ways of questioning students. For example, we do not discuss fill-in-the-blank activities or cloze, as such activities or tasks may be more appropriate for assessing, and not comprehending, the types of comprehension presented and discussed in the previous section. It is: Yes/no questions, Alternative questions, True or false, Wh- questions, Multiple-choice.

Practice Reading SectionThis is the Practice Reading Section.Here is a list with pictures to help you locate the stories in the Reading Section and Answer Section.

Saturday with Grandpa ........ Click here

How They Grow ................... Click hereDirections: It should take about 2030 minutes to read the passages in this book and answer the 6 questions in the Answer Section. Read each passage, then refer back to it as needed when answering the questions in the Answer Section.

Thank you ???