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 Reading is the process of

receiving and interpreting


information encoded in
language from via the
medium of print”
 “comprehension occurs
when the reader extracts
and integrates various
information from the text
and combines it with what
is already known”
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 The ability to make the
meaning out of text
 Reading comprehension is
the ability to understand
what we read where
words have context and
texts have meaning. Allow
us to read proficiently,
learn effectively, problem-
solve, and conceptualize.
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 Decoding
Ability to use letter-sound relationships to
decipher words
 Fluency
Automaticity, appropriate reading rate
 Vocabulary knowledge
Breadth, and depth, of vocabulary knowledge is
important, i.e., not just the number of words
students know, but the depth of their
understanding
 Background knowledge
A conceptual framework, or context, into which
students can fit new ideas
 Knowledge of comprehension strategies

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General strategies for Reading
comprehension:
 Skimming and Scanning
 Previewing
 Predicting
 Identifying the Main Idea
and Summarization
 Questioning
 Visualizing

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 Scanning Read something
quickly Find some specific
information (key words) :
name, telephone number,
date, etc.
 Search for key words Move
quickly over the page Less
reading and more searching

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 when you gather information
about a book by examining its
over, you are previewing
 Read the title
 Read the headings/sub-
headings
 Look at the visuals Scan for
special terms/words
 Skim the review questions

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 When you preview, you
look for information.
Then you can make
guesses about what is in
the letter. when you
make guesses like this,
you are predicting

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 Identifying the main idea
and summarizing requires
that students determine
what is important and then
put it in their own words.
 Implicit in this process is
trying to understand the
author’s purpose in writing
the text.

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 Asking and answering
questions about text is
another strategy that helps
students focus on the
meaning of text.
 Teachers can help by
modeling both the process
of asking good questions
and strategies for finding
the answers in the text.

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 Studies have shown that
students who visualize while
reading have better recall than
those who do not.

 Readers can take advantage of


illustrations that are embedded
in the text or create their own
mental images or drawings
when reading text without
illustrations.

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 Prereading is the process of
skimming a text to locate key
ideas before carefully reading a
text (or a chapter of a text)
from start to finish.
 Also called ​previewing or
surveying. Prereading provides
an overview that can increase
reading speed and efficiency.

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 While-Reading Activities
are defined as activities that
help students to focus on
aspects of the text and to
understand it better.
 The goal of these activities
is to help learners to deal as
they would deal with it as if
the text was written in their
first language.
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 After or post-reading
activities provide students a
way to summarize, reflect,
and question what they
have just read.
 They are an important
component of the pre-,
during, and post-reading
strategy and is the core of
good comprehension.

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After reading
activities

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Launch

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