Tony Sandoval III
American Military University
Coll 100
Derrah Q. Cassidy
How to Improve Reading Comprehension How to improve one’s reading comprehension? First, one must know what reading compression is, plain and simple it is the act of understanding what is being read. “Learning how to read is probably one of the most important skills that a child will acquire in his/her lifetime” (Pardo, 2011). Though it may sound easy, many people have difficultly remembering and understanding what they read. “To become a successful reader, a child must be able to decode the individual words on the page and must be able to comprehend the text” (McNamara, 2007). To read effectively pick a subject that will be interesting, try to figure out
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Move the hand so that the first line of text being read is above the side of the hand. Slowly move the palm to revile the words of the text at a regular speed so the reader can see the words that are being exposed. Next, is the finger trick with this method the reader should place the index finger on the first group of words that is about to be read. Move the finger in an irregular manner from the beginning of the sentence to the end. This helps the reader to focus on reading groups of words instead of individually. Another good tip to become a better reader is the card trick. Get an index card and place it over the first sentence. Then slowly begin moving it in a downwards, covering what was just read. This helps the reader to pay attention on what was just read since they will not have the opportunity to revisit the words. After the reader has finished, determine what was learned. Give the reader a chance to share what they have read in pairs or small groups. Then have them quiz themselves on the main points of the material. Tell a friend about it. By doing this, the reader should try to recall the important information in their own words. This will help them to remember and give a deeper insight into the topic. If both people have read the same material, the friend could give good feedback to ensure that the reader comprehends what was being read. The goal of having them discuss this is to involve more
The first step I took was to pace myself well I was reading. And when I would read quickly and not understand I would read the
Read and think aloud: Ask if someone would like to read the first page aloud. Discuss the 3 parts to notice in a story – the setting, the characters, and the plot. Read pp. 2-5 and think about Matt’s problem and how he might solve it. Discuss and encourage students to begin by saying, “I noticed____. This helped me understand____.” Read pp. 6-14 and think aloud about what happens
In order to master this skill I need to remember to use the SQ3R study technique. SQ3R stands for survey, question, read, recite and review. By surveying before I read it gives me an idea of what I am going to be reading about which will prepare my mind for what it is about take in. Asking questions and then answering them as I read will help information stick in my mind. When I read something, I need to remember not to get frustrated because I’m obviously not going to remember everything the first time. It’s okay to have to read things more than once. Also if I recite and review things over and over it will help me retain information as well. The more I use the SQ3R study technique the more comfortable I will become in reading. By doing this routinely it should help me improve my study skills and my academic success.
Reading comprehension may be the most important skill for any student to acquire and is therefore an area of particular interest to educators. Without adequate comprehension skills, students are limited in their reading, analytical and occupational abilities. To many, including the student’s themselves, comprehension or “good reading” skills begin and end with simple decoding. It is thought that if students can ‘read’ and define the vocabulary they are reading, then they also comprehend what is read. True comprehension goes far beyond decoding, however. True comprehension requires visualization of a text, predicting events in the text, making inferences about the text and clarifying what is not
The first technique is to “read ten to twenty minutes every day” (citation article 1). The second technique I discovered was “reading material I liked” which would increase my possibilities of improving my reading skills. (citation article 2)
When I was little, I loved to have my parents read to me all the time. At first, I didn’t learn to read because I didn’t want to read the “Learn to Read” books and preferred for my parents to read to me. I remember sitting with my Dad and following along while he read Harry Potter aloud to me and traced the words with his finger. Then we started to take turns reading aloud. I started to read more and more by myself after I was able to read the first chapter of Harry Potter (with a little bit of help). Then I worked my way through the rest of the book. I loved how reading let you explore new worlds and different points of view.
I remember my love of books and how I was determined to learn how to read. Whether it was pretending to read, or my mom helping me. I remember reading out loud to my parents at home and writing little stories for my family to read. I still have some of the short stories I made when I was little. I would read and write everyday and I never got old of it. My writing skills are lot better now, obviously.
(4) Back away and summarize what you have read. Take notes as you read. Summarize paragraphs in one word. Highlight to bring out ideas and combine with the one word.
Strategies to read: check the pictures, keep track who I talking, say the word the best you can, slow down and check, look at the parts of the word, read part by part, triple check
I believe that my strategy of being in a quiet place with no distraction is working well. Also my strategy of connection the text with my real life and other classes. I may need to work on being able to stay focused in the book if I do have to get up and do something in the middle of my reading. I am aware of this problem though so I just give myself time to do the reading all in one sitting. I do need to work on annotating the text in a more meaningful way that I can understand if I come back to the article later. Right now I just highlight what stands out to me and write connections in the margins and when I come back to the readings later I don't know what is important and what is
Good reading comprehension is a fundamental element that students must have to attain. Through researches, it is clearly stated that reading proficiency has a strong relationship between reading proficiency and academic success at all ages included in the university level. It is definitely important to discuss what strategy is the best way to practice to improve BSIE students reading comprehension for the sake of students’ success in the field of teaching.
That being said, comprehension is not just understanding the singular words that are being read, but being able to put them together, along with activating previous knowledge, make sense and develop meaning to the text. Essentially, when a reader is immersed and engaged in text, they are actively developing meaning to the text while formulating questions that may later be answered by the text itself.
Reading is an act of perception, analysis, and interpretation done by the reader to get the message to be conveyed by the author in media writing. According to Farr (in Dalman, 2013: 5) suggests that "Reading is the Heart of Education, the reading of reading comprehension is an essential prerequisite for mastery and enhancement of students' knowledge, so after reading the text the reader should be able to understand the text. First, give information, for example by reading newspapers and magazines, secondly, give entertainment, for example by reading a novel.The third one, most importantly reading can provide new knowledge.The book can provide understanding as well as entertaining and providing information.
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching
After the survey was over, Lucy was walked back to the class where she laid down and began to read a book right away.