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3 Types of Comprehension Processes

The document outlines three types of comprehension processes: literal comprehension which involves extracting details and recognizing the author's purpose; inferential comprehension where readers go beyond the text by combining information with their own thoughts; and metacognitive comprehension which involves thinking about one's own thinking and controlling learning. It also provides tips for active reading such as setting goals, previewing text, self-questioning, and relating new information to prior knowledge. Effective reading skills listed are finding main ideas and details, making inferences, recognizing patterns of organization, and applying knowledge. When comprehension fails, the document recommends using context clues, reading more critically by asking questions, summarizing, rereading, and explaining material to others.

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Agustus Abraham Ortiz
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147 views

3 Types of Comprehension Processes

The document outlines three types of comprehension processes: literal comprehension which involves extracting details and recognizing the author's purpose; inferential comprehension where readers go beyond the text by combining information with their own thoughts; and metacognitive comprehension which involves thinking about one's own thinking and controlling learning. It also provides tips for active reading such as setting goals, previewing text, self-questioning, and relating new information to prior knowledge. Effective reading skills listed are finding main ideas and details, making inferences, recognizing patterns of organization, and applying knowledge. When comprehension fails, the document recommends using context clues, reading more critically by asking questions, summarizing, rereading, and explaining material to others.

Uploaded by

Agustus Abraham Ortiz
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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3 types of comprehension processes: Literal comprehension Extracting the details of the text Recognizing the authors purpose Inferential

ial comprehension Students create meaning for the text Move beyond the authors purpose by combining the textual information with their own thoughts Metacognitive comprehension Metacognition involves thinking about ones own thinking or controlling ones learning Metacognitive process: Help students remove road blocks that interrupt comprehension Reflect on what they have learned and what they want to learn next.

As an active reader, you can get an idea of what the writer is trying to communicate by:

Setting goals based on your purpose for reading Previewing the text to make predictions Self-questioning Scanning Relating new information to old

Skills for being an effective reader and for increasing comprehension are:

Finding main ideas and supporting details/evidence Making inferences and drawing conclusions Recognizing a text's patterns of organization Perceiving conceptual relationships Testing your knowledge and understanding of the material through application

When comprehension fails, or your understanding seems limited, you can use a plan that includes:

Using structural analysis and contextual clues to identify unknown vocabulary words (e.g., look at roots, prefixes, suffixes). If this fails, keep a dictionary close by and look up words you don't understand Reading more critically - ask questions while you read Summarizing or outlining main points and supporting details Rereading the material Do a "think aloud" and/or try to explain what you've read to someone else

Five Thinking Strategies of Good Readers


1. Predict: Make educated guesses. Good readers make predictions about thoughts, events, outcomes, and conclusions. As you read, your predictions are confirmed or denied. If they prove invalid, you make new predictions. This constant process helps you become involved with the author's thinking and helps you learn. 2. Picture: Form images. For good readers, the words and the ideas on the page trigger mental images that relate directly or indirectly to the material. Images are like movies in your head, and they increase your understanding of what you read. 3. Relate: Draw comparisons. When you relate your existing knowledge to the new information in the text, you are embellishing the material and making it part of your framework of ideas. A phrase of a situation may remind you of a personal experience or something that you read or saw in a film. Such related experiences help you digest the new material. 4. Monitor: Check understanding. Monitor your ongoing comprehension to test your understanding of the material. Keep an internal summary or synthesis of the information as it is presented and how it relates to the overall message. Your summary will build with each new detail, and as long as the message is consistent, you will continue to form ideas. If, however, certain information seems confusing or erroneous, you should stop and seek a solution to the problem. You must monitor and supervise you own comprehension. Good readers seek to resolve difficulties when they occur; they do not keep reading when they are confused. 5. Correct gaps in understanding. Do not accept gaps in your reading comprehension. They may signal a failure to understand a word or a sentence. Stop and resolve the problem. Seek solutions, not confusion. This may mean rereading a sentence or looking back at a previous page for clarification. If an unknown word is causing confusion, the definition may emerge through further reading. When good readers experience gaps in comprehension, they do not perceive themselves as failures; instead, they reanalyze the task to achieve better understanding.

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