Six Types Of Reading Comprehension: What Different Roles?
2.2 Reading Comprehension
In Walpole and McKenna’s (2007) phrase, reading comprehension can be defined as “a cognitive act of extraction and construction of meaning, an act that is influenced by characteristics of the reader, the text, and the activity or goal, each of which is influenced by multiple sociocultural texts” (p. 7).
According to Day & Park (2005), there are six types of reading comprehension- literal comprehension, reorganization, inference, prediction, evaluation, personal response, that assist language learners to be more interactive when reading.
The first type of the reading comprehension is literal comprehension. It is about grasping “the straightforward meaning of the text” (Day and Park, 2005, p. 62). It focuses on explicit …show more content…
Responses should be related to the topic that indicate understanding of the text (Day & Park, 2005). For example, Do you enjoy or dislike about this chapter? Why or why not? require a personal response.
In literature circles, students could improve these six types of reading comprehension by playing different roles; discussion director, literary luminary, connector, illustrator, summarizer, vocabulary enricher, travel tracer, investigator, and so on during the discussions.
In addition, a critical factor linked to reading comprehension is group discussion. Several studies have shown that working and collaborating with other students can increase comprehension and result in higher reading achievement. Klingner, Vaughn, and Schumm (1998) found that students in peer-led groups made greater gains than control groups in reading comprehension and equal gains in content knowledge after reading and discussing social studies material in peer-led groups. Fall, Webb, and Chudowsky (2000) reported that performance on reading comprehension of short passages dramatically improved once students had even brief opportunities to discuss passages with peers (cited by Allington in Day, Spiegel, McLellan, & Brown, 2002, p. …show more content…
96), which allows students to learn and interact with each other in a non-threatening setting through sharing ideas, opinions, personal experiences and response to literature (Martinez-Roldan & Lopez-Robertson, 1999/2000).
Since literature circles provide opportunities to students to explore different types of reading comprehension during group discussions, improvement of reading comprehension can be
In Walpole and McKenna’s (2007) phrase, reading comprehension can be defined as “a cognitive act of extraction and construction of meaning, an act that is influenced by characteristics of the reader, the text, and the activity or goal, each of which is influenced by multiple sociocultural texts” (p. 7).
According to Day & Park (2005), there are six types of reading comprehension- literal comprehension, reorganization, inference, prediction, evaluation, personal response, that assist language learners to be more interactive when reading.
The first type of the reading comprehension is literal comprehension. It is about grasping “the straightforward meaning of the text” (Day and Park, 2005, p. 62). It focuses on explicit …show more content…
Responses should be related to the topic that indicate understanding of the text (Day & Park, 2005). For example, Do you enjoy or dislike about this chapter? Why or why not? require a personal response.
In literature circles, students could improve these six types of reading comprehension by playing different roles; discussion director, literary luminary, connector, illustrator, summarizer, vocabulary enricher, travel tracer, investigator, and so on during the discussions.
In addition, a critical factor linked to reading comprehension is group discussion. Several studies have shown that working and collaborating with other students can increase comprehension and result in higher reading achievement. Klingner, Vaughn, and Schumm (1998) found that students in peer-led groups made greater gains than control groups in reading comprehension and equal gains in content knowledge after reading and discussing social studies material in peer-led groups. Fall, Webb, and Chudowsky (2000) reported that performance on reading comprehension of short passages dramatically improved once students had even brief opportunities to discuss passages with peers (cited by Allington in Day, Spiegel, McLellan, & Brown, 2002, p. …show more content…
96), which allows students to learn and interact with each other in a non-threatening setting through sharing ideas, opinions, personal experiences and response to literature (Martinez-Roldan & Lopez-Robertson, 1999/2000).
Since literature circles provide opportunities to students to explore different types of reading comprehension during group discussions, improvement of reading comprehension can be