session 4 reading comprehension. reading comprehension is defined as the ability to understand...

Session 4

Reading Comprehension


• Reading comprehension is defined as the ability to understand written text– Proficient reading depends on the ability to

recognize words quickly and effortlessly. If word recognition is difficult, students use too much of brain decoding and they cannot extract meaning from the text


• Reading comprehension can be broken down into two sections– Inside-out components– Outside-in components


– Inside-out components are the topics we discussed last week. They deal with skills related to decoding-

• Phonological awareness• Alphabetic understanding• Automaticity with code

– Outside-in components- relate to comprehending text- the ability

• to draw on their understanding of language• Word meaning• Prior knowledge• Strategies for extracting and constructing meaning


– There has been a great deal of research on improving and teaching reading, however, most of it has been on Inside-out components

• Phonological awareness• Alphabetic understanding• Automaticity with code

– Not much research has been done on the Outside-in components


• This was recognized and more research is being done on issues such as – strategies to build vocabulary


• Some research has been done (1996) and found that there are Two major factors that contribute to reading comprehension• Process- involves

– Decoding– Working memory– Inference making– Comprehension monitoring

• Knowledge– Word meanings– Domain knowledge related to the text being read


• In your groups, discuss what each of these mean• Process- involves

– Decoding– Working memory– Inference making– Comprehension monitoring

• Knowledge– Word meanings– Domain knowledge related to the text being read


• When do you teach Comprehension• Often people feel that they cannot work on

comprehension until the students can begin to decode- This is very logical, how can a students understand and comprehend a story until they can decode and read the words?


• You should begin working on reading comprehension at the same time you begin ore even before ( if you are a parent) you start to teach the process for decoding

• Use Oral reading

Reading Comprehension for Young Children

• Picture walks• Make predictions• Retell the story


• Listening Comprehension• Younger children have stronger listen comprehension skills• By Fifth grade their reading comprehension and listening

comprehension skills even out at the same level


• Good readers are strategic learners• They used multiple strategies before, during and after

they read

• Research has found that US readers in fourth grade are good with Narrative texts, but are not as good ( compared to other countries) with Expository text

Types of Texts

• Comprehending and Learning from the Various Types of Texts-Being literate in the content areas requires that readers understand the demands of various types of texts. The types of texts are: Narrative, Expository, Technical and Persuasive. Narrative Text

Types of Texts

• The first type is the narrative text. This text tells a story, and it is what most students are familiar with when they enter school. They handle this text material with relative ease, without thinking too much about the process. Most children do well in handling simple narratives, and because of this, simple narratives are used in early reading instruction. Even though this type of text is used regularly, readers still have a great deal to learn about the nature of the narrative form of writing. It is used often

Types of Texts• Expository texts do not tell a story with the usual beginning,

middle, and end. Most subject matter texts are expository in nature. Most children do not enter school with an understanding of how expository texts work. In the lower elementary grades students do not get much exposure to expository reading, and they get very little instruction on how to read and use expository materials (Duke, 2000). This is not helpful to students, in that much of the information that students need to learn appears in expository materials. One important fact that students need to learn about expository text is that it usually presents new material to them and that to learn this material requires a purposeful effort on their part.

Types of Texts

• Technical Writing Technical text materials are different from expository and narrative texts. Technical writing is recognized as an important writing form in our technological age. Although this form of writing is not often used in the lower elementary levels, it is used in the upper grades of elementary school, middle school, and high school levels. Comprehension of this type of text is important for the literacy development of all students.

Types of Texts• Persuasive texts the author’s purpose is to convince the reader to

accept a particular point of view or to implement a certain behavior or action. Persuasive texts can best be described as: having an emotional appeal where the author resorts to endorsements from influential persons. The bandwagon effect and testimonials are often associated with this type of texts. having a central focus that may rely on propaganda and/or sarcasm. trying to convince the reader to adopt the writer’s point of view. attempting to solve a problem by calling for a change in an established procedure or method of doing things. having a purpose that requires taking an informed stand on an issue. The author will use persuasive reasons and elaborate on those reasons. Examples of this type of text are advertisements, brochures, commercials, charitable campaign appeals, and political campaign literature.

Reading Comprehension Big Ideas

• Students must know understand the meaning of words

• Have Strategic processing-use different strategies for different texts

• Needs to be fluent


• Fluency- Being able to decode words in a manner that the process of decoding does not interfere with understanding what you read

• There is a significant positive relation ship with fluency and comprehension

• Lets look at Read Naturally


• Vocabulary- Knowing the meaning of the word in the proper context

• It does not help you to decode the word, if you do not know the meaning- this is a word caller

• There is level of understanding It may not be important to know what the word means if you can understand its effect on the sentence- The rich man was not respected by the community because he acted ins such a miserly fashion. Might know miserly is a negative


• Readers must work hard to answering meaning from text by applying a variety of cognitive strategies

• Summarizing, finding the main idea, generating and answering questions, developing concept maps


• Indentifying important information- – Use a highlighter- helps them focus on what parts

of a paragraph are important– Inferring /predicting- judging, concluding and

predicting, then examine if you were right. This helps students read between the lines and determine was in not directly stated- be the detective


• Monitoring/clarifying- as you read, ask yourself is this making sense, do I understand it? How do I clear it up?

• Generating and answering questions- pose questions before you read the answer them as you read

• Visualizing- form mental pictures• Summarizing- pull together essential elements


• Synthesizing- puling together information from several sources

• Evaluating- making judgments about what has been read


– Before Ben reads, he thinks about the task, sets a purpose for reading and activates prior knowledge. During reading he actively applies a variety of strategies, know when comprehension sis occurring, and more importantly, know when he is becoming confused. When comprehension breaks down, he rereads and adjusts his strategy

– When Bob Reds, he does so without setting a plan, as reading he does not reflect on what he is doing and does not know what to do when he does not understand

Vocabulary Definition• “…knowing a word is not an all-

or-nothing proposition; it is not the case that one either knows or does not know a word. Rather, knowledge of a word should be viewed in terms of the extent or degree of knowledge that people can possess.”

Beck & McKeown, 1991

Vocabulary Definition

“…vocabulary is the glue thatholds stories, ideas, and content together…

making comprehension accessible for children.”

Rupley, Logan, & Nichols, 1998/99, p. 339

Vocabulary Definition (cont.)

• “Words are the starting point. Without words, children can’t talk about people, places, or things, about actions, relations, or states.” Clark, 1993

Vocabulary Definition (cont.)

• Vocabulary, or lexicon, refers to information stored in memory concerning the pronunciation and meanings of words. Snow, Burns, & Griffin, 1998

Effective VocabularyInstructional Program

ResearchBase

Research Base for Vocabulary

• First graders from high SES populations have access to twice as many word meanings as children from lower SES groups

Graves, Brunetti, & Slater, 1982; Graves & Slater, 1987

Research Base for Vocabulary (cont.)

• Once vocabulary differences are firmly established in children, they are very difficult to reverse Biemiller, 1999; Hart & Risley, 1995

• There is currently little emphasis on the acquisition of vocabulary in school Biemiller, 2001; Scott, Jamieson, & Asselin, 1998; Watts, 1995


• Word knowledge is essential for comprehension Davis, 1944

• Oral interactions and wide reading in a variety of text types is to be encouraged and supported Nagy & Herman, 1987


• Learning newconcepts requires active involvement rather than passive definition memorization Stahl, 1986


• Multiple exposures to a word is necessary to learn it well –conceptual, contextual, & definitional Miller, 1996

• Writing definitions from dictionaries is not a recommended practice Miller, 1996


• Relate new words to students’ prior knowledge and to other related words when possible U.S. Dept of Education, 1987


• Students need to develop the ability to learn new words from the multiple contexts of reading Johnson & Baumann, 1984


• Use direct instruction to teach Tier 2 and passage or selection of critical words Snow, Burns & Griffin, 1998

Teaching Vocabulary

• Children learn about 1,000 (conservative) to 3,000 (liberal) words per year (Stahl & Nagy, 2006). Most scholars agree with an estimate of 2,000 – 3,000 words learned per year.

Is There a Set of Vocabulary Words Elementary Students Should Have?

Teaching Vocabulary

• Beck, McKeown, & Kucan (2002) do not believe in teaching Tier I words (high frequency). This recommendation clearly assumes these words are already knownor will be learned incidentally through conversation and social interactions.

Is There a Set of Vocabulary Words Elementary Students Should Have?

Teaching Vocabulary

• Vocabulary should be taught both explicitly and incidentally.

• Repetition and multiple exposure are important for learning new vocabulary.

• Learning how to construct vocabulary from rich (directive) contexts is valuable.

• Vocabulary learning tasks should be restructured when necessary.

• Vocabulary tasks should entail active engagement.

• Explicit vocabulary instruction should address the use of definitions, context, and concept learning.

What Does it Take to Teach a Word Well?

Teaching Vocabulary

• First, examine the type of text the children will be reading. Is it narrative or informational? Teach Tier II words if the children will be reading narrative, literary texts. Teach Tier III words if children will be reading informational, expository texts (point of contact).

• Next, examine the text to develop a list of 10 Tier II or Tier III words to be taught during the week, 2 per day.

What Words Should I Teach?

Teaching Vocabulary

• Read the text to determine the nature of the context in which each of the selected Tier II or Tier III words appear. – Directive Context

• Gives clues, hints, synonyms to determine an approximate word meaning in the context.

– Non-Directive Context• Mentions the word without giving any clues to determine word

meaning.– Mis-Directive Context

• Gives clues that lead readers to false word meaning construction.


Teaching Vocabulary

• If a word appears in a directive context, then teach children how to use context to determine an approximate word meaning.

• If a word appears in a non-directive or mis-directive context, then these are good candidates for your 10 word teaching list.


Teaching Vocabulary

• If you have ELL students in your classroom, be sure to determine if there is a Spanish-English cognate that may help them make the translation. For example -

Information (English)Información (Spanish)

• Here is a good source for finding English Spanish Cognates -


Three Qualities of an Effective Vocabulary Instructional Program

Strategies for Explicit Vocabulary Instruction

Thinking About Vocabulary Instruction: Three Tiers

• Tier One Words- Consists of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.

• Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.

• Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science, etc.Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

Can You Find a Tier II Word?

Can You Find a Tier III Word?

Vocabulary Instruction:Three Tiers

• Estimates indicate that about 8,000 basic words need no instruction – Tier 1

• Estimates indicate that about 7,000 words for Tier 2 or about 700 words per year.

• Beck, McKeown, and Kucan (2002) recommend teaching about 400 words per year K-12.Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

Teaching Tier II Words

• Characterize a tier 2 word such as tend – to take care of something.

• Explain meaning of tend in everyday life – If you tend something, say a garden, you take care of it by watering, fertilizing, pulling weeds, and keeping the soil loose around the new plants.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

Altering Task Requirementsfor Teaching Tier II Words

• Ask a Question: What do you think the word tend means?

• Have You Ever? Describe a time when you tended something or someone.

• Word Associations: After teaching several tier 2 words have students associate these with questions: Which word goes with baby? (tend).

• Idea Completions: The Little Red Hen asked if the others would help her take care of her garden. Another word that means to take care of a garden we know is _____.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction.NY: Guilford Press.

Altering Task Requirementsfor Teaching Tier II Words

• Like a Test: Tend1. Don’t care about how you look and what you

do.2. To take care of someone or something.3. To act hard and serious.


Altering Task Requirements for Teaching Tier II Words

• Like a Test Continued: The word tend means ask someoneabout something.

True or False

– Matching definitions with words in a list.– Paired words with a question:

Which would you do if you had a puppy that needed to be taken care of ? mollycoddle tend


Word Webbing (Unfocused)

* Based on Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston, MA: Allyn and Bacon.

asteroid

Word Webbing (Focused)

* Based on Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston, MA: Allyn and Bacon.

asteroidExamples

Attributes

Context Use

Explicit Vocabulary Teaching

Definition• Begin by looking up the word in a dictionary or

glossary and get a definition. Some argue that this is not a good method (I have a better suggesting shortly)

• Next construct a “student friendlydefinition” using your own words.If you have trouble doing this,consider purchasing this dictionary:

I’ve Selected My 10 Words, Now What?


Context• Next find the page where the word is found the story or

text to read the context.

• List the context clues found in the text.

• Ask the students to use the word in an oral sentence.

• Write the word in sentence.


Active Context Word Learning

AlbasaAlbasa will usually be found at grocery stores and restaurants. People like to eat albasa on their hamburgers, although albasa

are tasty with a variety of dishes. Since albasa are a vegetable, they are also nutritious.

One disadvantage of albasa is the strong odor which has been known to produce crying symptoms among those who slice

them.Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.

Context Vocabulary Teaching

AlbasaAlbasa will usually be found at grocery stores and

restaurants. People like to eat albasa on their hamburgers, although

albasa are tasty with a variety of dishes. Since albasa are a vegetable, they are also nutritious.

One disadvantage of albasa is the strong odor which has been known to produce crying symptoms among

those who slice them.

Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.

D Ray Reutzel

Hum, onions make people cry when they slice them! Albasa must mean onions.

D Ray Reutzel

Ah, vegetables that stink... Hum, maybe cooked cabbage, brocolli, peppers, onions, garlic?

D Ray Reutzel

Ah, I think these might be condiments you put on a hamburger and in other dishes.

D Ray Reutzel

Both have foods...


Examples• Use pictures or video clips.

• List examples of the word.

• Use a thesaurus to find synonyms, antonyms, and Tier I words.


Teaching Vocabulary

Characteristics/Attributes• Antonyms

• List characteristics or attributes ofthe word.


Frayer & Klausmeir ModelHochspannungstrohmabnehmer

• Example: lightning rod, Ben Franklins’ kite and key• Non-example: wooden post, plastic pole• Relevant attributes: metal, touches an exposed electrical

wire, found on top of a streetcar or light rail train• Irrelevant attributes: slender, lets off sparks• Superordinate term: electrical conductor• Coordinate term: electrical plug

Frayer, F. D. & Klausmeir, H.J. (1969). A shema for testing the level of concept mastery. University of Wisconsin.


Category/Part of Speech• Determine part of speech.• Determine category of word meaning.



Definitions

Dictionary Look UpDictionary Look Up

Student FriendlyStudent Friendly Vocabulary WordVocabulary Word

Use Word in Context

Find and Read it in the Book/StoryFind and Read it in the Book/Story

Write the Word in a SentenceWrite the Word in a Sentence

ExamplesExamples

Context Clue from ReadingContext Clue from Reading

Category/Class/Part of

Speech

Category/Class/Part of

Speech

CharacteristicsCharacteristics

Conceptual UnderstandingConceptual Understanding


Reading Comprehension Vocabulary

– Below is a direct instruction technique for teaching vocabulary, This strategy is based on the research that students must use a word in a dialogue before they can understand and remember it.

– Teacher- says the word- “Miser”– student says the word- “Miser”– Teacher- says definition- Miser is a… then says

what does miser mean?– student -says definition- Miser is a…


– Teacher- uses the word in a sentence- My first boss was a “Miser” and made us sit at work and freeze rather than turn the heat on.

– Teacher- Says, “Tell me a someone that is a miser?– Student Responds– Teacher- Who else could be a miser?– student –Try to activate their prior knowledge


– Teacher- How do you know they are a miser?– Student Responds by reasoning

– Teacher- Says, Have your ever felt/had/seen etc something that was

– Student Respond from personal experience– Teacher- What do y0u think could be ---- ( miser) in

this story– student –prediction– Teacher- lets watch for this word in the story


– These are all strategies that you can teach students to do.


– Using all of these strategies requires the students to use what is called Metacognition-

– The readers needs to make ongoing decisions about which strategies they should use- how do I know that I understand this

– Often poor readers choose to use the wrong strategy

– See the following example

Teaching Reading Strategies

Special Needs Learners

Who are students with special needs?

►Culturally Diverse

►Learning-Disabled

►Gifted

Meaningful literacy experiences should facilitate learning to all types of learners. There are several methods that teachers can use in order to make reading understandable and enjoyable. The following resources further illustrate on the ideas introduced in Chapter 11 of: Brozo, W.G., & Simpson, M.L. (1999). Readers, teachers, learners: Expanding literacy across the content areas (3rd Edition). New Jersey: Merrill Prentice Hall.

Student Groupings for Enhancing Reading Instruction

Since the Individuals with Disabilities Act was passed in 1997, students with disabilities now have access to the general classroom and curriculum. Because of this, teachers need to know the best ways they can manage their classrooms in order to ensure that each student is receiving the best possible education. This article points out grouping strategies to aid teachers in reading instruction. Research from the U.S Office of Special Education Programs proves that these strategies work better for students with disabilities than whole class instruction. These reading strategy groupings include:

►Peer Tutoring►Cross-Age Tutoring►Small Learning Groups►Combined Grouping Formats

http://www.ericec.org/digests/e579.html

http://www.ericec.org/digests/e579.html

Using Poetry to Teach Reading To Special Ed. Students

Since there is a large gap between special education students’ age and reading level, it is very difficult to find good material to use when teaching them reading. The use of High Interest- low level readers is effective

Poetry is also an excellent way to teach these children because it can be read aloud. Plus, the rhyme and rhythm in the short, simple poems make reading fun and interesting for the students..

http://www.yale.edu/ynhti/curriculum/units/1994/2/94.02.01.x.html

http://www.yale.edu/ynhti/curriculum/units/1994/2/94.02.01.x.html

Success for Learning-Disabled Students

1.) Teach vocabulary word before you start reading2.) Preview the content of the reading with a photo, picture, or video

clip.3.) Read the passage aloud to the students.4.) Use high interest reading material.5.) Develop word flashcards from the reading.6.) Encourage the students to use a ruler to focus on one line at a

time.7.) Use shorter passages, or break longer passages into segments.8.) Screen all students for physical vision problems.

http://www.lehigh.edu/~jar7/ldcharts.html

http://www.lehigh.edu/~jar7/ldcharts.html

Guided Reading

Overview of Guided Reading (Small Group Instruction)

-Teacher utilizes data and assessments (MAP, running records, etc.) to group students and to guide instruction.

-Teacher pre-selects a book that is appropriate for the purpose of the guided reading and instructional level of the students.

-Teacher sets focus/purpose for the guided reading group.-Teacher previews the text with the student through picture walk,

discussion, etc.-Teacher may include word work in the lesson during the reading

of text.-Teacher allows students to make predictions about the text.

Overview of Guided Reading (Small Group Instruction)

-Teacher reads aloud the first few pages of the text to or with the students.-Teacher allows students to read the text quietly to themselves or with a partner for a purpose.-Teacher monitors, documents, and provides feedback to students as

they read aloud quietly to him/her.-Teacher talks about the text with the students after they read.-Teacher utilizes questioning techniques to monitor students’ comprehension.-Teacher utilizes strategies to enhance the mastery of standards.

What are my other students doing while I’m leading a small group?

• Independently reading

• Literacy centers/stations – http://fcrr.org/– The Daily Five—Read to Self, Read to Someone, Work on Writing– Debbie Diller books:

• Making The Most of Small Groups • Literacy Work Stations • Practice with Purpose

http://fcrr.org/

Signals

• To minimize interruptions

• For movement/rotation

• Managing noise level

• Getting student’s attention

Ideas for students during Guided Reading

• stop sign• ask three before me• cups• hat• lights• music

• train whistle• Smartboard timer

Before Reading

–Previews the text–Activates prior knowledge–Sets a purpose for reading–Makes predictions

During Reading

– Teacher reads, and then listens to individual students read.– Monitor comprehension

• asking questions• rereading• Interacting with the text (note-taking, post-it notes. response

journals)– Make personal connections– Create pictures (visualizing)– Check previous predictions, make new predictions

– Reflect on what was read– Summarize the major ideas– Interpret and evaluate the ideas in the text– Synthesize information from a variety of texts to

produce opinions– Praise point– Teaching point

After Reading

Reflection Questions

• Are my students able to move responsibly during transitions and work independently?

• Can the student, after your small group instruction, read independently with fluency and be able to understand it?

• Can the student apply what is taught to any text?

Reading Assessment

IRI

• The assessment that provides the greatest amount of data regarding a child’s reading level is an Individual Reading Inventory– Not used as much as you would thing– Takes a long time– Not norm referenced– Other version like a QRI

IRIIt Examines:

• Word Recognition Errors• • There are two major types of word recognition errors: Quantitative and Qualitative. Usually, only

Quantitative errors are counted.• • Quantitative: • Substitutions/Mispronunciations—indicate with crossing out the correct word and writing the

stated word above it • Insertions—indicate with a caret ^ • Omissions—indicate with a circle around the omitted word • Words Aided—indicate by placing a “P” above the word given

• Qualitative: • Hesitations—indicate with a line in front of the word; put two lines if it is a long hesitation • Repetitions—indicate by drawing a line under the word/words repeated; draw two or more lines if

the word/words are repeated more than once • Self-corrections—indicate by placing a “c” above the word

IRIIt Examines: • Comprehension • Literal• Interpretive• Critical • Independent Level—99% + Word Recognition 90% + Comp. • Instructional Level—95—98% Word Recognition 75—89% Comp. • Frustration Level—90% and below Word Recognition 50% and below Comp

IRI

Has three reading passages at each LevelListening comprehensionSilent ReadingOral reading

Other reading Assessments

• GRADE• DIBELS

Group Reading Assessment and Diagnostic Evaluation GRADE

GRADE is a norm-referenced, research-based reading assessment, which can be group administered. It has 11 level: P (pre-K), K (Kdg.), 1,2,3,4,5,6, M (middle School), H (high school) and A (Adult)

Purpose: GRADE is meant to be a diagnostic tool to see what reading skills students have and what skills they need to be taught. It can also be used to chart progress and monitor growth.

Characteristics of the GRADE• Pre-K through post secondary (ages 4-25)• Test time: 1 hour to 2 hours depending on level• Two parallel forms: A and B for pre and post test capabilities.• Separate Listening Comprehension Component at every level• Untimed format- test of power, not speed• Multiple choice question format• Item difficulty differs throughout each subtest - Start easy,

finish easy

GRADE Subtests

Level K• Phonological Awareness

-Sound Matching-Rhyming

• Early Literacy Skills-Print Awareness-Letter Recognition-Phoneme-Grapheme Correspondence

Initial and Final• Word Reading

• Listening Comprehension

GRADE SubtestsLevel 1Word ReadingWord MeaningSentence ComprehensionPassage ComprehensionListening Comprehension

Level 2Word ReadingWord MeaningSentence ComprehensionPassage ComprehensionListening Comprehension

Level 3Word ReadingVocabularySentence Comprehension Passage ComprehensionListening Comprehension

GRADE Scoring

Derived Scores:Stanines for subtests and composites

%ile’s, GE, SS, and NCE’s for Composite Scores: Vocabulary Composite Comprehension Composite, and Total Test ScoreGSV for Total Test

(Growth Scale Value)(See pg 56-60 Tech Manual for definitions)

GRADE – Growth Scale Value

• What is it?A numerical anchor that provides a measure of a student’s reading achievement in reference to the entire range of achievement across all grades.

– It is unique to the GRADE

– It allows reading progress to be followed over a period of years on the same continuous scale.

BEFORE ADMINISTERING

• Read the manual• Fill out identifying information on the front

cover of the student booklets• Assemble materials including extra pencils,

erasers, etc. Place markers are helpful for youngest children

• Pass out student booklets• Use the training items

GRADE Administration Subtest Order

Training Items 5 min.- Listening Comprehension 15 min.

Deteriorates first when students are fatigued– Word Reading 10 min– Sentence Comprehension 15 min– Vocabulary or Word Meaning 10 min– Passage Comprehension 20 min

session 4 reading comprehension. reading comprehension is defined as the ability to understand...

Documents

reading comprehension

comprehension process

teaching reading

comprehension younger

story slide

narrative text slide

vocabulary slide

level slide