STKIP KUSUMA NEGARA
JL: Raya JKT-Bogor km 24 Cijantung
East-Jakarta
Phone 02187791773
Reading Assignment Team
Name : Imam Muslim
NPM : 20088100312
Name : Arif Yulianto
NPM : 20088100373
Subject : Reading II
Lecturer : Mrs. S Yulidar Mpd
Reading Comprehension
Reading comprehension is defined as the level of understanding of writing.
Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual, which interferes with their ability to comprehend what is read.
Many educators in the USA believe that children need to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension instruction generally begins in pre-Kindergarten or Kindergarten. However, other US educators consider this reading approach to be completely backward for very young children, arguing that the children must learn how to decode the words in a story through phonics before they can analyze the story itself.
During the last century comprehension lessons usually comprised students answering teachers' questions, writing responses to questions on their own, or both. The whole group version of this practice also often included "round robin reading", wherein teachers called on individual students to read a portion of the text (and sometimes following a set order). In the last quarter of the 20th century, evidence accumulated that the read-test methods assessed comprehension more than they taught it. The associated practice of "round robin" reading has also been questioned and eliminated by many educators.
Instead of using the prior read-test method, research studies have concluded that there are much more effective ways to teach comprehension. Much work has been done in the area of teaching novice readers a bank of "reading strategies," or tools to interpret and analyze text. There is not a definitive set of strategies, but common ones include summarizing what you have read, monitoring your reading to make sure it is still making sense, and analyzing the structure of the text (e.g., the use of headings in science text). Some programs teach students how to self monitor whether they are understanding and provide students with tools for fixing comprehension problems.
Instruction in comprehension strategy use often involves the gradual release of responsibility, wherein teachers initially explain and model strategies. Over time, they give students more and more responsibility for using the strategies until they can use them independently. This technique is generally associated with the idea of self-regulation and reflects social cognitive theory.
Reading Skills
Reading skills is the process of acquiring the basic skills necessary for learning to read; that is, the ability to acquire meaning from print.
According to the report by the US National Reading Panel (NRP) in 2000, the skills required for proficient reading are phonological awareness, phonics (sound-symbol correspondence), fluency, vocabulary, and text comprehension.
According to the National Reading Panel, the ability to read requires proficiency in a number of language domains: phonemic awareness, phonics (sound-symbol correspondence), fluency, vocabulary, and text comprehension.
• Phonemic awareness: The ability to distinguish and manipulate the individual sounds of language. The broader term, phonological awareness, also includes rhymes, syllables, and onsets and rimes.
• Phonics: Method that stresses the acquisition of letter-sound correspondences and their use in reading and spelling. This helps beginning readers understand how letters are linked to sounds (phonemes), patterns of letter-sound correspondences and spelling in English, and how to apply this knowledge when they read.
• Fluency: The ability to read orally with speed, accuracy, and vocal expression. The ability to read fluently is one of several critical factors necessary for reading comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to his or her background knowledge. This accuracy and automat city of reading serves as a bridge between decoding and comprehension.
• Vocabulary: A critical aspect of reading comprehension is vocabulary development. When a reader encounters an unfamiliar word in print and decodes it to derive its spoken pronunciation, the reader understands the word if it is in the reader has spoken vocabulary. Otherwise, the reader must derive the meaning of the word using another strategy, such as context.
• Reading Comprehension :The NRP describes comprehension as a complex cognitive process in which a reader intentionally and interactively engages with the text. Reading comprehension is heavily dependent on skilled word recognition and decoding, oral reading fluency, a well-developed vocabulary and active engagement with the text.
Reading Activity
Doing activities with your children allows you to promote their reading and writing skills while having fun at the same time. These activities for pre-readers, beginning readers, and older readers include what you need and what to do for each one.
These activities have been developed by national reading experts for you to use with children, ages birth to Grade 6. The activities are meant to be used in addition to reading with children every day.
In using these activities, your main goal will be to develop great enthusiasm in the reader for reading and writing. You are the child's cheerleader. It is less important for the reader to get every word exactly right. It is more important for the child to learn to love reading itself. If the reader finishes one book and asks for another, you know you are succeeding! If your reader writes even once a week and comes back for more, you know you have accomplished your beginning goals.
We wish you many wonderful hours of reading and writing with children.
References:
1. Catts H. W., Gillespie, M., Leonard, L. B., Kail, R. V., Miller, C. A. (2002). The role of speed of processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities, 35, 510–525.
2. Clark, Diana Brewster, and Joanna Kellogg Uhry. Dyslexia: Theory and Practice of Remedial Instruction, York Press, 1995.
3. Fletcher-Flinn, C. M., Shankweiler, D., & Frostg, S. J. (2004). Coordination of reading and spelling in early literacy: An examination of the discrepancy hypothesis. Reading and Writing: An Interdisciplinary Journal, 17, 617–644.
4. Galaburda, A. M., Menard, M. T., & Rosen, G. D., (1994). Evidence for aberrant auditory anatomy in developmental dyslexia. Proceedings of the National Academy of Sciences, 91, 8010–8013
