PKU3105 Comprehension

8/3/2019 PKU3105 Comprehension

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PREPARED BY :

AMALINA AFIQAH BT MD SUHAIMI

PISMP PK3 INTAKE JAN 2010


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1. Determine the meaning of words and phrases.

For example :

using the context of a passage to determine the

meaning of words with multiple meanings, unfamiliar

and uncommon words and phrases, figurativeexpressions.

2. Understand the main idea and supporting

details in written material.

For example :

identifying explicit and implicit main ideas

recognizing ideas that support, illustrate, or elaborate

the main idea of a passage


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3. Identify a writer's purpose, point of view, and

intended meaning.

For example :

recognizing a writer's expressed or implied

purpose for writing

evaluating the appropriateness of written materialfor various purposes or audiences

recognizing the likely effect of a writer's choice of

words on an audience

using the content, word choice, and phrasing of apassage to determine a writer's opinion or point of

view


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4. Analyze the relationship among ideas in

written material.For example :

identifying the sequence of events or steps

identifying cause-effect relationships

comparing and contrasting ideas

identifying solutions to problems

drawing conclusions inductively and deductively

from information stated or implied in a passage


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5. Use critical reasoning skills to evaluatewritten material.

For example :evaluating the stated or implied assumptions onwhich the validity of a writer's argument depends

judging the relevance or importance of facts,examples, or graphic data to a writer's argument

evaluating the logic or persuasiveness of a writer'sargument

evaluating the validity of analogies

distinguishing between fact and opinion

distinguishing between fact and opinion material


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6. Apply study skills to reading

assignments.For example :

organizing and summarizing information for

study purposes

following written instructions or directions

interpreting information presented in charts,

graphs, or tables


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Learning Disability - Understanding

Learning Disability in Reading

Comprehension:

A learning disability in reading comprehension affectsthe learner's ability to understand the meaning of

words and passages. Students with learning disabilityin reading comprehension may also struggle with basicreading skills such as decoding words, butcomprehension is the greater weakness.

Some students with a learning disability in reading

comprehension can read aloud with little or nodifficulty pronouncing words, but they do notunderstand or remember what they've read. Readingaloud, their words and phrases are often read with nofeeling, no change in tone, no logical phrasing, and no

rhythm or pace.


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Learning disabilities in basic reading also affect theability to read words in isolation and in passages.Students with learning disabilities in basic reading

have difficulty understanding the relationshipbetween letters and sounds. Confusion withcommon letter clusters such as th, sh, ing, str, andight is common in learning disabilities of basic

reading skills. Learning disabilities in basic reading likely involve

difficulty with language processing and visualreasoning centers of the brain. They are believed tobe caused by inherited conditions or developmental

differences in the brain and environmental factors.They are not due solely to vision problems, difficultywith hearing or speech and language disabilities, orlack of instruction.


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Comprehension skills

Individuals typically shift their attention to readingcomprehension once they have established appropriate

mechanical skills (decoding). Comprehension skills, likemechanical skills, usually build progressively fromfundamental to more sophisticated levels. Therefore, ithas traditionally been helpful for individuals to learn toread for factual information before they begin to

compare and evaluate the information they read. It willnormally be easier for an individual to learn to read andcomprehend material at these two levels before learninganalysis and synthesis.

Reading for factual information requires that the

sequence of events and the details of a story be followedso that, for example, it is possible to read a murdermystery and solve the story's dilemma or to understandhow it was resolved.


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Learning to compare and evaluate information fromdifferent sources requires the reader to be able to

derive the main ideas from a text and isolate itsorganizing idea or thesis. This fundamental level ofcritical reading allows the reader to apply evaluativetechniques like comparing and contrasting what wasread in order to solve and verify statements.

The more advanced critical reading skills of analysisand synthesis allow the reader to draw salientconclusions and to make reasonable inferences fromthe information contained in the text. In addition,

these skills allow the reader to engage the text withgreater sophistication and to evaluate materials forrelevance, consistency, and bias.


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Reading: A Problem for Many Persons with LearningDisabilities

For the person with learning disabilities, the process oflearning to read can break down with reading mechanics orcomprehension, and at any of the specific skill levels. It is alsoimportant to note that children with learning disabilities donot always acquire skills in the normal developmental

sequence. If an individual does not develop adequatephonemic awareness during the pre-reading period, effectivedecoding may not be possible, which influences thedevelopment of fluent reading and comprehension skills. Also,children with learning disabilities often come to the readingtask with oral language comprehension problems. When

assessing and planning for instruction, consideration of theseoral language comprehension problems may facilitateacquisition of reading comprehension.


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Reading comprehension support. Persons withlearning disabilities who need work on reading

comprehension often respond to explicitly taughtstrategies which aid comprehension such as skimming,scanning and studying techniques. These techniquesaid in acquiring the gist, and then focus is turned to thedetails of the text through use of the cloze procedures.

The cloze procedure builds upon a student's impulse tofill in missing elements and is based upon the Gestaltprinciple of closure. With this method, every fifth toeighth word in a passage is randomly eliminated. Thestudent is then required to fill in the missing words.This technique develops reading skills and anunderstanding not only of word meaning but also ofthe structure of the language itself.


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CINDERELLA

Once upon a time there liveda young pretty girl. Hermother was dead and her

father had married a widowwith two daughters. Herstepmother didn't like herand scolded her always. She

only loved and cared for herown daughters. For thisreason Cinderella always livedunhappily.


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Her step mother never

gave her good clothes to

wear, good food to eat and

any time for rest. Her life

was very miserable. She

worked hard all day. Onlyin the evening she was

allowed to sit near the

cinders, for a while. Thats

why everybody called her

Cinderella.


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One fine morning, anannouncement was made in

the town. It was about theball dance to be held in thepalace. The step mother andher daughters became veryexcited for the ball dance.They purchased new gowns,new shoes and new

jewelries for the function.When Cinderella heard

about it she also wanted togo there but she didnt havethe guts to ask herstepmother.


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She went back to her room and started

crying on her destiny. She was missing her

mother very much when suddenly a fairy

appeared in front of her. Don't worry

Cinderella, said the fairy. I know you want

to go to the ball dance. And so you shall...

But how can I, asked Cinderella.

The fairy smiled. With a flick of her magicstick Cinderella found herself wearing the

most beautiful dress she had ever seen

with lovely shoes and jewelries. The fairy

also brought a sparkling coach for

Cinderella to reach the palace. Cinderella

could hardly believe her eyes. She was

very happy. Cinderella thanked the fairy

and went towards the palace.


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When she entered the palace she was

very surprised to see it so beautifully

decorated. She met people around,

danced and enjoyed a lot at the ball.

Soon the prince and the king entered

the hall. Everyone stopped dancing.

They wanted to meet the prince,

but... but the prince was findingsomeone else in the huge crowd. He

was finding his princess of dreams. He

saw Cinderella standing far off near

the stairs; the prince went towards

Cinderella and offered her to dancewith him. Both of then danced

together for a long time. It seemed as

if the prince was in love with

Cinderella.


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Now it was half night,Cinderella had to return

back home before herstepmother and sistersreturned. She rememberedwhat the fairy had said,and without a word of

goodbye she slipped fromthe Princes arms and randown the steps. As she ranshe lost one of her shoes,

but not for a moment didshe dream of stopping topick it up!


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The Prince who was now madly

in love with her picked up the

shoes and asked his ministers togo and search for the girl. I will

never be content until I find

her!

So the ministers tried theslipper on the foot of every girl

in the town but were not

successful. When they reached

Cinderellas home, her sisterstoo tried to wear the shoes but

unluckily they failed. The shoes

didnt fit anyone of them.


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Cinderella was standingnearby, the ministers asked

her to try the shoe as well.Her sisters laughed at this.When Cinderella wore theshoe it fitted perfectly.

Everyone was surprised tosee that. The prince alsoreached there, he was happyto find her dream girl. He

took Cinderella to his palaceand soon they got married.

Cinderella begins a happy lifewith the prince..


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references

http://www.aepa.nesinc.com/PDFs/AZ_Fields

96_98_StudyGuide.pdf

http://learningdisabilities.about.com/od/learningdisabilitybasics/p/ldbscreading.htm

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PKU3105 Comprehension