The Process of Better Reading Comprehension Essay

The process of reading plays rather important role in our lives. It is needlessly to talk about the amounts of information we get by means of reading. But reading comprehension also needs to be taught, as pupils often experience difficulties with the growing difficulties and volumes of the texts they read. The presented lesson will provide several advice on better reading comprehension. The conducted surveys have displayed the main problems within the pupils of reading according to school curriculum:

1. The material comes from textbooks.
2. It has no immediate function or uses outside of school.
3. The reading is pursued individually.
4. The reading is done under duress and sometimes in uncomfortable situations.
5. The reading is disjointed.

But to be able to comprehend the information stream, people need to read fast, analyze the reading material, and remember it. While reading literary composition, children study life. They are taught to sympathize, to distinguish “bad” from “good.” One of the most abilities that children attain is the possibility to express their thoughts and considerations. As it has been said above, there are some difficulties appear. And sometimes it appears rather difficult for a child to solve it. The best which may be advised is to read as much as possible (read by reading).

Another principle of reading is “Feel by reading.” It means that the reader learns to experience various feelings by reading different genres. Science fiction helps to advance fantasy, lyrics – feel, drama and tragedy – sympathize, comedies – appreciate high-quality humor.

Lots of children are not able to understand what they read as they have problems looking at words and being able to say them. This occurs because the child does not know how to use their phonics skills, syllabication rules, knowledge of prefixes or suffixes, or the context to determine what the words are. They are so bogged down in the task of determining what individual words mean that they lose track of the meaning of the passage. Another problem is having an insufficient sight vocabulary and being unable to recognize a large number of words at a glance. It is possible to improve comprehension by asking questions as, for example, what I expect to find out by reading the book, what I have already found out. Once you become familiar with these questions, you need to start asking and answering your own questions. Then you will be interacting with what you read and reading for meaning.

The following factors contribute to pleasant reading:

1. Readers have no time limit and can read at their own pace.
2. Readers can choose their own material at their own level of interest and competence.
3. The material fulfills current interests or needs, answers urgent questions, and may have immediate physical, psychic, or emotional functions.
4. Reading is used to do or think about something.
5. Readers pursue the material in comfortable surroundings and situations.
6. Reading often follows a similar theme or idea over time.
7. Reading is work done for the self.

In order to help pupils comprehend the reading material, the teacher arranges various lessons devoted to discussions, presentations, essays. These are claimed to teach children to express, develop and exchange thoughts, appreciate the other (even opposite) point of view, be able to listen to others.

Many reading difficulties can be overcome if you line up the best environment for you. Some read with the TV or radio on; however, it may distract. Try to experience with lighting or with the time of the day. Select a reading spot where the conditions are best for you.

It takes practice to become a better reader. You must read for at least 30 minutes each day this summer. Start with easy material that is fun to read before advancing to more challenging material. You will soon discover that the more you read, the easier it will be for you to read.

References

1. Wilhelm JD Baker TN & Dube (2001) ‘Strategic reading: Guiding students to lifelong literacy’ Boynton/Cook
2. Cornoldi, C. & Oakhill, J. (Eds.). (1996). Reading Comprehension Difficulties: Processes and Intervention. Mahwah, NJ: Lawrence Erlbaum Associates.