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Comprehension| Comprehension skills
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Comprehension strategies
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Reading requires understanding, or comprehending, the meaning of print. Readers must develop certain skills that will help them comprehend what they read and use this as an aid to reading.
Comprehension skills are the ability to use context and prior knowledge to aid reading and to make sense of what one reads and hears.
Read the entire paragraph to get an idea of what the paragraph is about. Comprehension skills may find it helpful to whisper the words as you read or to form a picture in your mind of what you are reading. Once you have a general idea of what the paragraph is about, go on to the next step.
Examine each sentence in the paragraph to identify the important words that tell what the sentence is about. Ignore the words that are not needed to tell what the sentence is about. Comprehension skills you are allowed to, draw a line through the words to be ignored. For each sentence, write on a sheet of paper the words that tell what the sentence is about.
Reread the words you wrote for each sentence in the paragraph. Decide which sentence contains the words you wrote that best describe the main idea of the paragraph. These words are the main idea of the paragraph. Comprehension strategies sentence that contains these words is the topic sentence. The other words you wrote are the supporting details for the main idea.
A group of 61 schoolchildren with specific language impairment (SLI) was compared with a control group on a comprehension task, in which the child was questioned about a story that had been presented either orally or as a series of pictures. Half the questions were literal, requiring the child to provide a detail that had been mentioned or shown explicitly in the story.
Comprehension remainder required the child to make an inference about what had not been directly shown or stated. SLI children were impaired on this task, even after taking into account " comprehension age," as assessed on a multiple-choice test. However, the effects of mode of presentation and question type were similar for control and SLI groups. Children who fitted the clinical picture of semantic-pragmatic disorder had lower scores than other SLI children on this task.
Comprehension strategies addition, they were more prone to give answers that suggested they had not understood the question. However, as with the other SLI children, there was no indication that they had disproportionate difficulty with inferential questions. Comprehension strategies are concluded that SLI children are impaired in constructing an integrated representation from a sequence of propositions, even when such propositions are presented nonverbally.
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