Reading aloud means just that-reading aloud. When we read
to students, we take advantage of the fact that until about the eighth
grade, young people have a "listening level" that significantly
surpasses their reading level.
Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information
and ideas. Like all language, it is a complex interaction between the
text and the reader which is shaped by the reader’s prior knowledge,
experiences, attitude, and language community which is culturally and
socially situated. The reading process requires continuous practice,
development, and refinement. In addition, reading requires creativity
and critical analysis. Consumers of literature make ventures with each
piece, innately deviating from literal words to create images that make
sense to them in the unfamiliar places the texts describe. Because
reading is such a complex process, it cannot be controlled or restricted
to one or two interpretations. There are no concrete laws in reading,
but rather allows readers an escape to produce their own products
introspectively. This promotes deep exploration of texts during
interpretation.[1]
Readers use a variety of reading strategies to assist with decoding (to
translate symbols into sounds or visual representations of speech)
and comprehension. Readers may use context clues to identify the
meaning of unknown words. Readers integrate the words they have read
into their existing framework of knowledge or schema (schemata theory).
Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations, or tactile signals (as in the case of Braille).
Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations, or tactile signals (as in the case of Braille).
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.
Definition :
Definition :
Reading comprehension 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 successfully 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 text?" are examples.
Lastly, is the ability to be self-correcting to solve comprehension
problems as they arise.
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