...Abstract This action research study was designed to develop the skills required to improve students’ comprehension of narrative text through the use of the Question Answer Relationships (QAR) comprehension strategy. The focus was primarily on assessing students’ improvement in Reading Comprehension after learning a comprehension strategy and also to determine students’ willingness to apply the/a newly learnt strategy for comprehension tasks in a grade five classroom. As a result, the researcher will include the aforementioned strategy for all comprehension lessons that will be taught during the six week period which has been allotted. The researcher will keep track of all events during this period by way of journal entries for the purpose of reflection, record keeping and referral for follow-up lessons. An end of term exam will be designed accordingly and administered to students. Looking at the results of the post-test, even the weakest students showed a remarkable improvement in reading comprehension. Throughout the investigation students seem to be enjoying the activities and fully participating in all tasks. In conclusion the use of Question Answer Relationship comprehension strategy is a reliable asset for improving students’ reading comprehension of narrative text. Schools and teachers specifically should seek to include such a strategy in their reading comprehension lessons to assist students’ understanding of narrative texts. Acknowledgments I would like to thank...
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...to read, suggests in a 58-page teacher's guide intitled "Put Reading First: The Research Building Blocks for Teaching Children to Read" that students' reading comprehension can be greatly improved by intructing them to use specific strategies that will actively increase their ability to understand and retain what they read. The true reason for reading any text is comprehension. Just as vocabulary can be taught, the ability to thouroughly understand what one reads can be taught. While there are several strategies that may be used to improve a students reading comprehension, there are six which have the most solid scientific support. These six strategies are monitoring comprehension, using graphic or sementic organizers, presenting students with questions which they must answer, instructing students to come up with their own questions, teaching students to recognize story structure, and developing effective ways to summarize long bodies of text. Students can and should be taught to monitor their own comprehension of text. Students who are effective at monitoring their understanding of what they read are able to identify what they do and do not understand and are much more able to use appropriate strategies to resolve problems in comprehension. Specific strategies which students may use when applying comprehension monitoring include stating where in the text a difficulty occours, identifying exactly what the difficulty is, restating the difficult passage in their own words...
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...I. Introduction Reading comprehension is the ability to read text, process it and understand its meaning. An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. There are a number of approaches to improve reading comprehension, including improving one's vocabulary and reading strategies (en. Wikipedia.org) It 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. Comprehension is a "creative, multifaceted process" dependent upon four language skills: phonology, syntax, semantics, and pragmatics. Proficient reading depends on the ability to recognize words quickly and effortlessly. It is also determined by an individual's cognitive development, which is "the construction of thought processes". Some people learn through education or instruction and others through direct experiences. There are specific traits that determine how successful an individual will comprehend text, including prior knowledge about the subject, well developed language, and the ability to make inferences. Having the skill to monitor comprehension is a factor: "Why is this important?" and "Do I need to read the entire...
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...This is helpful in case there was a particular tip that you was interested in, buy looking at the section headings you could quickly navigate to it instead of reading the article in its entirety. • What questions did you ask yourself as you were reading? The questions I asked myself are, how could this help me in the future, would I have to worry about this later on with my job role, how could I use these formats for while I am in school. • How can you change your note taking skills for the future? By getting more involved in the readings and taking note at parts that may seem important to you or a part that you may not understand. This could help in taking notes not just for reading but for the classroom setting also. Your comprehension of what you are reading will make it better for you to understand what is being said and also for the classroom, what your instructor is lecturing, you should be able to piece out what is said and take notes on it. • What would you do to retain this information for later use? Reread the article to see if I missed anything in the first read through, take notes on key spots in the article that felt...
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...CAT Reading Comprehension CAT Study Materials Reading Comprehension Sample Questions Directions: Each reading passage in this section is followed by questions based on the content of the reading passage. Read the passage carefully and chose the best answer to each question. The questions are to be answered on the basis of what is stated or implied in the passage. 1. But man is not destined to vanish. He can be killed, but he cannot be destroyed, because his soul is deathless and his spirit is irrepressible. Therefore, though the situation seems dark in the context of the confrontation between the superpowers, the silver lining is provided by amazing phenomenon that the very nations which have spent incalculable resources and energy for the production of deadly weapons are desperately trying to find out how they might never be used. They threaten each other, intimidate each other and go to the brink, but before the total hour arrives they withdraw from the brink. 2. 1. The main point from the author's view is that A. Man's soul and spirit can not be destroyed by superpowers. B. Man's destiny is not fully clear or visible. C. Man's soul and spirit are immortal. D. Man's safety is assured by the delicate balance of power in E. terms of nuclear weapons. Human society will survive despite the serious threat of total annihilation. Ans : E 2. The phrase 'Go to the brink' in the passage means A. Retreating from extreme danger. B. Declare war on each other. C. Advancing...
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...Reading Comprehension 8 1. Why is it important for an organization to have effective communication? Communication is an asset in making sure that what you want is being passed on correctly to lower employees as well as confirming any information to those above you. It’s also an easy way in keeping up with what, where, and how your staff is doing. 2. Discuss the pros and cons of the grapevine. The grapevine is a useful tool in keeping an informal eye on what may be going on but information may not be totally accurate so you cannot depend on any information that you obtain from it. 3. How can supervisors develop high levels of credibility among their employees? By not only talking or writing but also acting on what it is that they are needing performed. 4. If you are unable to complete a project on schedule, is it preferable to inform your boss about it immediately or to wait until it is done and then provide a detailed explanation? It is best to inform your boss as soon as you realize the project will be behind schedule. You want to avoid any unnecessary negative “surprises.” 5. With all this emphasis on communication, isn’t there a danger of overcommunicating? Is it ever possible to overcommunicate? Yes there is a risk to overcommunicating, these risks can occur among multiple managers repeating the same information over and over again. This can cause employees to no longer have interest, respect, or effort to perform the required...
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...Common Factors that affect the reading comprehension and abilities INTRODUCTION Reading comprehension is a learned skill that is dependent upon several factors. While there are certain factors that significantly aid reading comprehension, there are also factors that affect reading comprehension. Not every child or adult will glean the same amount out of a given text, for several underlying reasons. Aside from a learning disability, there are some more common factors that affect reading comprehension, such as focused attention span, experience, vocabulary level, and ability to make connections. A learning disability (such as Dyslexia) will severely hamper your ability to comprehend that which you read, but if there is not a disability present, the next major factor contributing to reading comprehension is focused attention span. A short attention span will severely cramp your ability to understand what you are reading. As you read, if you are not able to follow along with each word, you will eventually drift off topic and interest will not have been sustained. Reading requires focused attention, and you have to be able to make sense of each word and sentence. Written works typically follow a progression, and if you are not attending to it while reading, it will become easy to succumb to distractions. This is a major factor that affects reading comprehension. Experiences are another factor that greatly impact reading comprehension. If you have many life experiences that you...
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...existed in current conditions. Respondents of the Study The respondents of this study were the 42 students of fourth year, Section V, of Manuel A. Roxas High School. The 42 students were interviewed and undergone tests to successfully determine the result of the study. Research Instruments The researcher formulated reading comprehension test that was utilized as a survey instrument. The test contains 45 questions based on the three short selections they have read. Procedure After acquiring the necessary permits to conduct the test regarding reading comprehension, it was administered by the researcher himself to the students and collected the answer sheets after completion. Then all data collected were used for interpretation. Statistical Treatment Data analysis was done using the statistical treatment. Rating scale, frequency, and percentage were used to identify the students status in reading comprehension. Chapter III: Presentation, Analysis, Interpretation of Data This chapter presents the results and interpretation from the data gathered in answer to the research problem postulated. Table 1 Performance of the Respondents in Reading Comprehension |Class Limits |Frequency |Percentage | |95-96 |2 |4-76%...
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...UTILIZATION OF CHUNKING AND BASAL READING APPROACHES IN DEVELOPING PUPILS’ READING COMPREHENSION Research Proponent : DR. HENRY T. LEGASTE, M.O.S. School : Esperanza Central School Position : Teacher III Division : Sultan Kudarat Region : XII Abstract This study was conducted to determine the effectiveness of Chunking and Basal Reading Approaches in developing the reading comprehension among Grade IV Pupils at Esperanza District I, Division of Sultan Kudarat school year 2014-2015. The quantitative and qualitative research design was employed in the study. The experimental method was utilized for quantitative analysis; on the other hand, structured interview method was utilized in qualitative approach. This study employed the quantitative and qualitative research design to determine the effectiveness of Chunking and Basal Reading Approaches in developing the reading comprehension among Grade IV Pupils. The participants of the study were one hundred (100) Grade four pupils officially enrolled at Esperanza District I for the school year 2014-2015. The instrument used was the standardized reading test of the Philippine Informal Reading Inventory passages for Grade Four pupils. Approved letters from the District Supervisor and School Heads for permission to conduct the study was secured. The descriptive statistical tools employed were the mean and standard deviation. The inferential statistics used was T-test with level of significance set at 0.05...
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...What were the suggested next steps in you My Foundation Lab Learning Path?The next suggested step in My Foundation Lab Learning Path was to click onto the Learning Reading path button. When it popped up a bubble that point right, where I need to click and the screen faded out. You do not actually click on the bubble that directs you there; you click on the actual Reading Path button.How do the skills apply to your academic life?These skills apply to my academic life by helping me understand what I need to approve in, such as my reading, writing, and math skills. These skills are very important in my academic life, because it enhances my skills to write a more college level paper. These skills are needed to succeed in my school’s education.How do the skills apply to your professional life?These skill apply to my professional life, because it enhances me to get a better job. Also with these skills it will help me to fully understand my job and to improve on my communication in the work place. Eventually, applying these skills in my professional life will help me rise ion a higher position in the work place. Without these skills, I am not able to achieve my job performance.Were you surprised by the results? Why or why not?Yes, I was very surprised by the results. This program showed me what I need to improve in, far as my writing skills. Throughout each Learning Path they showed wonderful details and demonstrations. It allowed me to interact, so I can get better understand on how...
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...questionnaire, which the researcher prepared and distributed to twenty (20) students. Questions focused on factors that affects reading comprehension, on how can students improve their reading comprehension and what can teachers do to lessen those students who had trouble in decoding. The Analysis and Interpretation of Data are presented in this chapter in accordance with the problem posed in Chapter 1 TABLE 1 Frequency and percentage distribution of the respondents on the question “What is Reading for those students?” Purpose | Frequency | Percentage | Leisure | 5 | 25% | Hobby | 7 | 35% | For studies only | 6 | 30% | To gain knowledge/information | 2 | 10% | TOTAL | 20 | 100% | The table shows that out of twenty (20) students, 5 respond that reading is only leisure. 7 also respond that it is a hobby, 6 said that it is for studies only and only 2 respond that it is to gain knowledge or information. Reading is not a matter of fact, but interpretation and judgment by the members of some discourse community. Comprehension in the sense already defined implies, interpretation and interpretation cannot be exhausted. Every reading of a text is in some degree unique in the specific meaning it makes with the text. Therefore, the researcher can say that by this purposes respond by these students about reading may affect their comprehension. It is because they’re just studying some certain chapter or unit in their textbooks and exerts an extra effort...
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...Lesson Plan: Comprehension EDRD 6600 Research-Based Rationale For my final lesson plan, I choose to focus on Comprehension. The National Reading Panel’s report has identified Comprehension as one of the five essential components of effective reading instruction. Comprehension is an active process that enables the learner to understand the words being read, and is the actual reason for reading! Comprehension requires purposeful and thoughtful interaction with text, and improves through explicit teaching of specific cognitive strategies. More specifically, the rationale for explicitly teaching comprehension skills is that comprehension can be improved by teaching students to reason strategically when they encounter barriers to understanding what they are reading (National Reading Panel, 2000). The NRP reviewed over four hundred studies on text comprehension and found that there are seven instructional strategies that appear to have a solid scientific basis for students to increase comprehension. The first strategy is Comprehension Monitoring which involves students reading text with an aggressive awareness of when they do and don’t understand something. The second strategy is Cooperative Learning, which involves students working on clearly defined reading tasks in small groups or as partners. The third strategy is the Use of Graphic Organizers or Story Maps. This helps display concepts and interrelationships among concepts in text through the use of diagrams...
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...while reading and their motivation and engagement during reading. Text factors include the author’s ideas, the words the author uses to express those ideas, and how the ideas are organized and presented. Both reader factors and text factors affect comprehension. This table presents an overview of the two comprehension factors. Type Factor Role in Comprehension Reader Background Knowledge Students activate their world and literary knowledge to link what they know to what they're reading. Vocabulary Students recognize the meaning of familiar words and apply word-learning strategies to understand what they’re reading. Fluency Students have adequate cognitive resources available to understand what they’re reading when they read fluently. Comprehension Strategies Students actively direct their reading, monitor their understanding, and troubleshoot problems when they occur. Comprehension Skills Students automatically note details that support main ideas, sequence ideas, and use other skills. Motivation Motivated students are more engaged in reading, more confident, and more likely to comprehend successfully. Text Genres Genres have unique characteristics, and students’ knowledge of them provides a scaffold for comprehension. Text Structures...
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...Reading Comprehension Alexis Garrett GEN/105 Marilyn Hofer The main point of the reading material is how to turn a presentation from nap time to a presentation that people actually want to listen to. It covers eight points that will help turn your presentation from boring to interesting. The eight points are dig deep, avoid information overload, practice delivery, forget comedy, pick powerful props, minimize you, speak the language, simple slides. Using these steps properly can help you succeed in a proper presentation. Zahorsky, ). Covering each section; Dig Deep: in other words don’t drop all the normal boring facts on a slide and call your work done. Look deeper and find some more interesting facts that are not so common to be unexpected. Avoid Information Overload: this step includes taking out any irrevelvent information. This means all text that does not to be there as well as all pictures that do not pertain to the subject that is being discussed. Practice Delivery: To gain confidence and remove all nervous tics while presenting practice is the key. Practicing the delivery will also help with removing any pauses in the speech. Forget Comedy: This does not mean that no one can laugh, just don’t overdo it. This is not a standup comedy show. This is a business presentation. Pick Powerful Props: Props do not need to be over the top they can be simple and still get a point across. Minimize You: do not make this a story about what you can do or what...
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...University of Phoenix Material Reading Comprehension Worksheet Respond to the following in 50 to 100 words each: Describe your outcome from this week’s MyFoundationsLab® assignment. The outcome from the My Foundations Lad assignment this week was amazing. I learned some stuff I didn’t know like a good way to annotating your texts, using the annotations to study, and setting reading goals for yourself. I did a good job on all the assignments on the reading part of my foundations lab, but I took it twice through to help improve on my score and plus to get extra practice. I learned about how to do active reading, where I can set goals for myself to help me read, and use strategies for the important material in the text. Identify the skills you’ve learned this week. How could each of these apply to your academic work? How could each of these apply to your professional work? Describe the reading and comprehension strategies you will employ. How will these help make you a more effective reader? The reading and comprehension strategies I would employ would be the four steps of active reading. Previewing, marking, reading with concentration, and reviewing are the steps of active reading. When you are previewing you get the big picture, and understand what you are about to read and see if it connects with what you already know about the material. When doing marking, it is a strategy that will help you to focus and concentrate on the material you...
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