Reading and Listening Comprehension

By:

BIOINFORMATICS Sem 5, Sec F

Manish Kumar BTF/13/101

Keya Agarwal BTF/13/102

BIOTECHNOLOGY Sem 5, Sec D

Mohit Rana BTBM/13/213

Sukriti Singh BTBM/13/242

Reading without comprehension or understanding is

not reading. Many children can pronounce words

fluently but asked what they have just read, they are

unable to respond. Although they may score high in

teams of reading rate or fluency, they are

not really

Good readers.

What makes you a good

reader.

A good reader is someone who has a purpose for reading, whether

it is to look for specific information or to read for pleasure. A good

reader is involved in a Complicated thinking process as she/he

reads. These are strategies that we can Teach children to help

them become purpose full, active readers. Research has Shown

that readers who receive explicit instruction in these strategies

make Significant gains on reading comprehension tests. These

strategies include setting purposes for reading, Making

Productions, motivating reading and realizing when Something is

not making sense, questioning during reading, making mental

pictures of what is being read, understanding story structure, and

summarizing what is read.

Make Predictions

Prediction encourage active reading and keep children

interested, weather or not the predictions are correct.

Instruct Children:

Look at the pictures, table of contents, chapter headings,

maps, diagrams, and features. What subjects are in the

book?

Write down predictions about the text. During reading, look

for words or phases from those predictions.

While reading, revise the predictions or make new ones.

Visualize

Many children think visually, using shape, spatial relationships, movement,

and colours, and can benefit greatly from visualizing what is happening as

they read.

From a picture of character or the setting in your mind. Add details to

writer’s description.

Imagine a friction story is like a movie taking place in your head.

Imagine the characters’ features. Picture the plot in the time and

space.

Imagine processes and explanations happening visually. Use nouns,

verbs, and adjectives to create pictures, diagrams, or other mental

images.

Use the graphic organizers to show information. Make sketches or

diagrams on scrap paper.

Ask and Answer Questions

Having children from their own questions helps them recognize

confusion and encourages active learning.

Instruct Children:

Before reading, think about the subject based on the title,

chapter heads, and visual information. Make note of

anything you are curious about.

While reading, pause and think about or write down any

questions. Be sure to ask questions if you are confused or

unsure of something.

Look for the answers while reading. Pause and write down

the answers.

Were all the questions answered? Could the answers come

from other sourses?

WRITINGWhat Is Writing?

Writing is “thinking with a pencil”

Writing is a premier way in which children think and

express

their ideas

Writing is a way children express creativity,

uniqueness, and

indicate what they want

Writing well and succinctly is increasingly important as

children

get older

An environment that supports writing (with space for children

to

write and the tools to do so)

Teachers who read with a ‘writer’s eye’ (so they can point out

strategies that young writers used effectively)

Teachers who model good instruction (so children will see how

one goes about writing)

Lots of opportunities to practice, accompanied by corrective

feedback (praise the expressive aspect of the task, while

helping

the child form letters and write accurately and well)

Elements of good instruction

Schools of education need to offer pre-service

teachers

experience in learning what good writing is, how to

teach writing,

and knowledge about the genres of writing (e.g.,

expository vs. narrative writing )

Schools need a greater focus on evaluation, so we can

identify

good writing and support children as they develop

their skills

Current challenges in the field

Automatic operations of writing

Writing is like juggling a lot of balls in the air

If you have automatic mastery of some of the basics,

you can focus more attention on the demanding

complex

reasoning skills

Too often seen as the “poor relation” of language arts

instruction

Accurate spelling is a courtesy to the reader

Spelling knowledge is very closely associated with reading

comprehension. Spelling is a way of being ‘word

conscious,’ which is associated with knowing word

meaning and comprehension — which results in better

writing

Those who spell well are more likely to write longer and

better structured compositions as they move into the

higher levels of

written expression

Spelling

When do spelling errors denote a problem?

Individual aptitude for spelling varies. However, poor spelling is a

hallmark of dyslexia. Watch for:

difficulty beginning to emerge from first grade on inability

to spell the highest-frequency words

continued invented spelling even after good instruction and

practice

spelling words in a dysphonic way (with little

correspondence between the sounds that are in a word and

the spelling)

inability to remember a letter sequence and difficulty with

speech sounds

lack of strategies for thinking about words

Listening

“Listening comprehension refers to the understanding of the implications and explicit meanings of words and sentences of spoken language.”

Listening Comprehension (receptive language) is basically how well one understands what is being conveyed and has two distinct parts: Perception: perceiving the signal as it is given Comprehension: understanding of the message

conveyed.

Auditory Attention

Auditory Memory

Auditory Perception

Comprehension - making connections to previous learning

Attention and memory are skills necessary for perception and comprehension to occur.

Listening Comprehension Skills

Listening Comprehension:

Classroom ExamplesThroughout the school day, students must be able to…

follow directions, which requires: listening to direction/s (single or multiple steps) keeping direction/s in mind executing direction/s

comprehend questions (synthesize/understand questions related to academic content)

listen and comprehend in order to learn (oral presentation of stories, lectures, classroom dialogue, etc.)

* Behavior difficulties may be an indication of difficulty with listening comprehension.

Brain activation for reading and listening comprehension:

An fMRI study of modality effects and individual

differences in language comprehension

The study compared the brain activation patterns associated

with the comprehension of written and spoken Portuguese

sentences. An fMRI study measured brain activity while

participants read and listened to sentences about general

world knowledge. Participants had to decide if the sentences

were true or false. To mirror the transient nature of spoken

sentences, visual input was

presented in rapid serial visual presentation format. The

results showed a common core of amoral left inferior frontal

and middle temporal gyri activation, as well as modality

specific c brain activation associated with listening and

reading comprehension

Reading comprehension was associated with more left-lateralized

activation and with left inferior occipital cortex (including fusiform

gyrus) activation. Listening comprehension was associated with

extensive bilateral temporal cortex activation and more overall

activation of the whole cortex.

Readers with lower working memory capacity showed more

activation of right-hemisphere areas (spill over of activation) and

more activation in the prefrontal cortex, potentially associated

with more demand placed on executive control processes. The

activation of this network may be associated with phonological

rehearsal of linguistic information when reading text presented in

rapid serial visual format.

CONCLUSIONThe connection between reading and writing is strong and well

accepted by many educators (Routman, 2003; Tierney &

Pearson, 1983). Reading and writing need to be integrated to

improve the quality of each. Writing summaries, examining texts

from multiple perspectives, utilizing graphic organizers, and

making use of discussion journals are valuable tools for linking

reading and writing to strengthen student comprehension.

Gammill (2006) states “Writing to learn, to build comprehension

and understanding, is a method any teacher in any area can

implement and use successfully with students”. The four writing

strategies discussed in this article are ones teachers can use in

any subject area to help their students gain more from texts and

help them build their comprehension skills.