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Reading Comprehension

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READING COMPREHENSION SKILLS - PowerPoint PPT Presentation

READING COMPREHENSION SKILLS

Reading comprehension ... forming an opinion after considering all the information put forward in the reading text steps in making inferences & drawing ... – powerpoint ppt presentation.

• DR. TINA ABDULLAH
• Skills Needed To Increase Comprehension
• Finding Main Ideas
• Guessing Meaning of Unfamiliar Words from Context
• Understanding Interpreting Reference Words
• Looking for Key Words Transitional Markers
• Making Inferences Drawing Conclusion
• MAIN IDEA introduces the main or general message of what the paragraph intends to convey /describe / explain
• 1 Paragraph
• 1 Topic Sentence
• 1 Main Idea
• Definition-is/known/means/refer to
• Restatement-or/in other/words/that is
• Examples-such as/like/including
• Similarity-the same as/ just as/ like
• Contrast-but/whereas/nevertheless/yet
• Surrounding Words
• Guessing meaning of unfamiliar words
• Word Analysis Contextual Clues
• Prefixes Stems Meaning of Grammar
• Suffixes other Words in
• the Sentence Punctuation
• A stem is a word in its first and simplest form. A word may be built up or have its meaning changed by an addition at either end.
• A prefix is a word part added to the beginning of a word. The prefix usually changes the meaning of the stem words
• Example of Prefixes
• mono alone, one
• A monopoly occurs when one person or group assumes an unfair amount of control over others.
• sub under, below
• Subzero temperatures are common during winter.
• mis badly, wrong
• The company went bankrupt because it was mismanaged.
• anti against
• Throwing litter all over the place is an antisocial attitude.
• A suffix is a word part added to the end of a word. Usually, the addition of suffix affects the form of the word, rather than the meaning.
• Example of Suffixes
• Stem improve(verb)
• He wanted to improve his grades, so he began to study more.
• Stem suffix improvement (noun)
• As he saw the improvement in his grades, he began to study more.
• Stem hard (adjective)
• When she was a little girl, her family went through poverty and hard times.
• Stem suffix hardship (noun)
• She never forgot the poverty and hardship her family went through when she was a little girl.
• Stem mystery (noun)
• The dream in which he saw a stranger in a dark robe standing by a lake remains a mystery to him.
• Stem suffix mysterious (adjective)
• He had a dream in which he saw a mysterious stranger in a dark robe standing by a lake.
• Reference Words words that replace other words
• Types of Reference Words
• Anaphoric References - ideas mention earlier
• Cataphoric References - ideas expressed later
• Singular or Plural PRONOUN when referring to NOUN
• Key Words words in the text that are directly associated to the information that we would like to find or words that gives readers a clue to what the passage is all about.
• Transitional Markers words that are used to link ideas
• Making Inferences forming an opinion after considering all the information put forward in the reading text
• Steps in making inferences drawing conclusion
• Get the facts right look for clues, relationships
• Ask ourselves what we already know
• Associate facts and known ideas to draw conclusion

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Reading Comprehension Tips

Mar 14, 2019

2.02k likes | 3.62k Views

Reading Comprehension Tips. Suggestions for reading non-fiction and for completing reading comprehension tests *Presentation based on Vivien Martin ’ s Test-Prep Strategies. Reading Strategies Vary. There are many strategies to help with reading comprehension. How To Pick a Strategy.

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Reading Comprehension Tips Suggestions for reading non-fiction and for completing reading comprehension tests *Presentation based on Vivien Martin’s Test-Prep Strategies

Reading Strategies Vary • There are many strategies to help with reading comprehension.

How To Pick a Strategy • Which strategies you use will depend on WHAT you are reading and WHY you are reading.

Non Fiction Reading • This presentation focuses on non-fiction and assumes a testing situation.

Overall strategy • When reading non-fiction, you generally want to read it quickly through one time to get the overall idea of the text – a technique called skimming.

Purpose of Skimming • Do not try to understand all the words or the information. Pay attention to any subheadings or pictures/diagrams.

Reading Comprehension Test • If it is a reading comprehension test, read the questions and find the answers. • Sometimes, reading the questions first will help.

6 Types of READING (NON-FICTION) questions • General • Explicit • Implicit • Author’s Logic • Vocabulary • Comparison

1. General Questions • General questions usually involved: • Finding the “main idea” of the passage • Related to the title

General Questions cont. • Answer is found quickly within the passage • Usually in the first OR last paragraph • Refer to the title to determine main idea

General questions cont. • Questions may ask things such as: • The main idea of this selection is… • What is another possible title for this article? • The third paragraph is mainly about…

2. Explicit Questions • “Explicit” means that it is “obvious”. These questions are also known as “fact-based” questions. • Answer is found quickly within the passage.

Explicit continued… • Choose the KEY word/s in the question and then scan the passage for those key words. Usually the answer is in that sentence or the line above or below the key words.

Explicit continued… • Examples of “explicit” types of questions: • Who does the author describe as shy? • What was the reason Sam did not like to eat green eggs and ham? • When did Wendy stop caring about her education?

3. Implicit Questions • “Implicit” means that it is an inference question. • You have to make an educated guess based on the “clues” to the question. • You have to “read between the lines”

Implicit continued • Inference or Implicit Questions ask the reader to understand ideas that are not directly stated in the text. • Don’t assume facts not in the reading – rather infer what the author is saying about what is there.

Implicit continued • Readers must infer underlying meaning by using their own knowledge, ideas, and judgment. • You can’t infer unless you understand the main idea & facts, so answer those questions first.

4. Author’s Logic • These are questions that ask you to put yourself in the author’s “shoes”

Author’s Logic cont. • These questions ask about: • Tone • Purpose • What would go in another paragraph or chapter? • What sources were used or could have been used? • What was the inspiration for this piece?

Author’s Logic cont. • Answering these questions usually requires you to • Understand the main idea to determine purpose, audience, or inspiration

Author’s Logic Strategies • Read the first and last paragraphs to decide “what would come next” • Look at word choice (big words, casual words, 1st or 3rd person) to determine TONE

5. Questions about Vocabulary • Some questions might ask you to choose the synonym of a word from the passage.

Connotation • If you don’t know the meaning of the word, decide if it sounds negative or positive • If the word sounds positive, go to the answer choices and eliminate the negative choices. A positive sounding word will never have a negative synonym. (and vice versa) • It helps to recognize negative prefixes such as dis-, mis-, un-, etc.

Vocabulary Continued • Questions might ask you understand the word in context of a sentence.

Strategy • Read the sentence and use clues within the sentence to come up with own definition. Read the answer choices and find the word that is closest to own definition. Example: I took copious notes, so I don’t think I missed one word the teacher said. Copious means— a. few b. many c. sloppy d. selective

Vocabulary continued • Questions might ask you to demonstrate that you understand multiple meanings of a word. • You can often figure out vocabulary questions by finding and then reading the sentence in which the word is located.

6. Comparison Questions • These are usually only used when you are reading two texts. • These questions ask you to look for similarities between the texts or explain differences.

Comparison Continued • It might be one of the other types of questions but about both texts, such as comparing the sources used in the two texts

A review: • Read the passage quickly to determine the main idea. • Read the questions and decide what type of question is being asked and the best way to answer. • Apply the strategies

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The Loss of Things I Took for Granted

Ten years into my college teaching career, students stopped being able to read effectively..

Recent years have seen successive waves of book bans in Republican-controlled states, aimed at pulling any text with “woke” themes from classrooms and library shelves. Though the results sometimes seem farcical, as with the banning of Art Spiegelman’s Maus due to its inclusion of “cuss words” and explicit rodent nudity, the book-banning agenda is no laughing matter. Motivated by bigotry, it has already done demonstrable harm and promises to do more. But at the same time, the appropriate response is, in principle, simple. Named individuals have advanced explicit policies with clear goals and outcomes, and we can replace those individuals with people who want to reverse those policies. That is already beginning to happen in many places, and I hope those successes will continue until every banned book is restored.

If and when that happens, however, we will not be able to declare victory quite yet. Defeating the open conspiracy to deprive students of physical access to books will do little to counteract the more diffuse confluence of forces that are depriving students of the skills needed to meaningfully engage with those books in the first place. As a college educator, I am confronted daily with the results of that conspiracy-without-conspirators. I have been teaching in small liberal arts colleges for over 15 years now, and in the past five years, it’s as though someone flipped a switch. For most of my career, I assigned around 30 pages of reading per class meeting as a baseline expectation—sometimes scaling up for purely expository readings or pulling back for more difficult texts. (No human being can read 30 pages of Hegel in one sitting, for example.) Now students are intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding. Even smart and motivated students struggle to do more with written texts than extract decontextualized take-aways. Considerable class time is taken up simply establishing what happened in a story or the basic steps of an argument—skills I used to be able to take for granted.

Since this development very directly affects my ability to do my job as I understand it, I talk about it a lot. And when I talk about it with nonacademics, certain predictable responses inevitably arise, all questioning the reality of the trend I describe. Hasn’t every generation felt that the younger cohort is going to hell in a handbasket? Haven’t professors always complained that educators at earlier levels are not adequately equipping their students? And haven’t students from time immemorial skipped the readings?

The response of my fellow academics, however, reassures me that I’m not simply indulging in intergenerational grousing. Anecdotally, I have literally never met a professor who did not share my experience. Professors are also discussing the issue in academic trade publications , from a variety of perspectives. What we almost all seem to agree on is that we are facing new obstacles in structuring and delivering our courses, requiring us to ratchet down expectations in the face of a ratcheting down of preparation. Yes, there were always students who skipped the readings, but we are in new territory when even highly motivated honors students struggle to grasp the basic argument of a 20-page article. Yes, professors never feel satisfied that high school teachers have done enough, but not every generation of professors has had to deal with the fallout of No Child Left Behind and Common Core. Finally, yes, every generation thinks the younger generation is failing to make the grade— except for the current cohort of professors, who are by and large more invested in their students’ success and mental health and more responsive to student needs than any group of educators in human history. We are not complaining about our students. We are complaining about what has been taken from them.

If we ask what has caused this change, there are some obvious culprits. The first is the same thing that has taken away almost everyone’s ability to focus—the ubiquitous smartphone. Even as a career academic who studies the Quran in Arabic for fun, I have noticed my reading endurance flagging. I once found myself boasting at a faculty meeting that I had read through my entire hourlong train ride without looking at my phone. My colleagues agreed this was a major feat, one they had not achieved recently. Even if I rarely attain that high level of focus, though, I am able to “turn it on” when demanded, for instance to plow through a big novel during a holiday break. That’s because I was able to develop and practice those skills of extended concentration and attentive reading before the intervention of the smartphone. For children who were raised with smartphones, by contrast, that foundation is missing. It is probably no coincidence that the iPhone itself, originally released in 2007, is approaching college age, meaning that professors are increasingly dealing with students who would have become addicted to the dopamine hit of the omnipresent screen long before they were introduced to the more subtle pleasures of the page.

The second go-to explanation is the massive disruption of school closures during COVID-19. There is still some debate about the necessity of those measures, but what is not up for debate any longer is the very real learning loss that students suffered at every level. The impact will inevitably continue to be felt for the next decade or more, until the last cohort affected by the mass “pivot to online” finally graduates. I doubt that the pandemic closures were the decisive factor in themselves, however. Not only did the marked decline in reading resilience start before the pandemic, but the students I am seeing would have already been in high school during the school closures. Hence they would be better equipped to get something out of the online format and, more importantly, their basic reading competence would have already been established.

Less discussed than these broader cultural trends over which educators have little control are the major changes in reading pedagogy that have occurred in recent decades—some motivated by the ever-increasing demand to “teach to the test” and some by fads coming out of schools of education. In the latter category is the widely discussed decline in phonics education in favor of the “balanced literacy” approach advocated by education expert Lucy Calkins (who has more recently come to accept the need for more phonics instruction). I started to see the results of this ill-advised change several years ago, when students abruptly stopped attempting to sound out unfamiliar words and instead paused until they recognized the whole word as a unit. (In a recent class session, a smart, capable student was caught short by the word circumstances when reading a text out loud.) The result of this vibes-based literacy is that students never attain genuine fluency in reading. Even aside from the impact of smartphones, their experience of reading is constantly interrupted by their intentionally cultivated inability to process unfamiliar words.

For all the flaws of the balanced literacy method, it was presumably implemented by people who thought it would help. It is hard to see a similar motivation in the growing trend toward assigning students only the kind of short passages that can be included in a standardized test. Due in part to changes driven by the infamous Common Core standards , teachers now have to fight to assign their students longer readings, much less entire books, because those activities won’t feed directly into students getting higher test scores, which leads to schools getting more funding. The emphasis on standardized tests was always a distraction at best, but we have reached the point where it is actively cannibalizing students’ educational experience—an outcome no one intended or planned, and for which there is no possible justification.

We can’t go back in time and do the pandemic differently at this point, nor is there any realistic path to putting the smartphone genie back in the bottle. (Though I will note that we as a society do at least attempt to keep other addictive products out of the hands of children.) But I have to think that we can, at the very least, stop actively preventing young people from developing the ability to follow extended narratives and arguments in the classroom. Regardless of their profession or ultimate educational level, they will need those skills. The world is a complicated place. People—their histories and identities, their institutions and work processes, their fears and desires—are simply too complex to be captured in a worksheet with a paragraph and some reading comprehension questions. Large-scale prose writing is the best medium we have for capturing that complexity, and the education system should not be in the business of keeping students from learning how to engage effectively with it.

This is a matter not of snobbery, but of basic justice. I recognize that not everyone centers their lives on books as much as a humanities professor does. I think they’re missing out, but they’re adults and they can choose how to spend their time. What’s happening with the current generation is not that they are simply choosing TikTok over Jane Austen. They are being deprived of the ability to choose—for no real reason or benefit. We can and must stop perpetrating this crime on our young people.

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Reading Fluency and Comprehension Lesson - Language Arts - 7th Grade

Reading fluency and comprehension lesson - language arts - 7th grade presentation, free google slides theme and powerpoint template.

"This template has been created by graphic design experts. It features aquamarine green backgrounds with adorable watercolor painted illustrations of children interacting with books." Now for some reading comprehension questions! Who designed the template? What color are the backgrounds? Ah! Are you the teacher? Then we can only recommend the template, if you want to use it in class to practice your students' reading comprehension and reading fluency. And in any language you want! 100% customizable!

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Benchmarks for Pirá 2.0, a Reading Comprehension Dataset about the Ocean, the Brazilian Coast, and Climate Change

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Paulo Pirozelli , Marcos M. José , Igor Silveira , Flávio Nakasato , Sarajane M. Peres , Anarosa A. F. Brandão , Anna H. R. Costa , Fabio G. Cozman; Benchmarks for Pirá 2.0, a Reading Comprehension Dataset about the Ocean, the Brazilian Coast, and Climate Change. Data Intelligence 2024; doi: https://doi.org/10.1162/dint_a_00245

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Pirá is a reading comprehension dataset focused on the ocean, the Brazilian coast, and climate change, built from a collection of scientific abstracts and reports on these topics. This dataset represents a versatile language resource, particularly useful for testing the ability of current machine learning models to acquire expert scientific knowledge. Despite its potential, a detailed set of baselines has not yet been developed for Pirá. By creating these baselines, researchers can more easily utilize Pirá as a resource for testing machine learning models across a wide range of question answering tasks. In this paper, we define six benchmarks over the Pirá dataset, covering closed generative question answering, machine reading comprehension, information retrieval, open question answering, answer triggering, and multiple choice question answering. As part of this effort, we have also produced a curated version of the original dataset, where we fixed a number of grammar issues, repetitions, and other shortcomings. Furthermore, the dataset has been extended in several new directions, so as to face the aforementioned benchmarks: translation of supporting texts from English into Portuguese, classification labels for answerability, automatic paraphrases of questions and answers, and multiple choice candidates. The results described in this paper provide several points of reference for researchers interested in exploring the challenges provided by the Pirá dataset.

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