READING COMPREHENSION

Development of Reading Comprehension in the early years

Abstract

The reading comprehension is a complex process that includes several levels of treatment. One of the most important elements of Understanding is the ability to interpret new words that are found in a text. Readers who have difficulty understanding the words need to devote valuable cognitive resources to this task, instead of being able to use it to analyze the text in more detail. It is not enough to rely on contextual clues to anticipate the meaning of new words, as this often leads to misunderstanding or surface of key terms, particularly in the case of reading-based fields of study. Adult readers must have a basic understanding of "function words" and have strategies for interpret the new words they read during the day. This article examines the relationship between spelling and vocabulary in the context of reading comprehension, and focuses on approaches education that promotes knowledge of words. Most of the examples and cited research papers aimed at the junior and intermediate, but general conclusions apply to all grade levels.

Table of Contents

Abstractii

Introduction1

Discussion2

Strategies for reading3

Fiction and Non Fiction4

Conclusion9

References11

Development of Reading Comprehension in the early years

Introduction

The effect of word knowledge on reading comprehension

Vocabulary knowledge is one of the best predictors of reading achievement in a thorough review of research on vocabulary development, concluded that knowledge of vocabulary promotes smoother playback, facilitates reading comprehension, improves academic achievement, and enhances thinking and communication. Spelling is also an important factor in understanding the playback. Young children learn combinations of sounds with the spelling of their own invention and the direct teaching of spelling, which will assist them in decode new words when reading. When children become more mature and begin to write longer words and more complex, they are implementing the concepts of base words, prefixes and suffixes in reading. The complex relationships between these elements are important, given the high value of the knowledge of vocabulary to predict reading ability (Antunez, 2002).

The teaching of comprehension reading

If you look at studies on reading have been published in the last fifty years, we can give account that there are three theoretical conceptions about the process of reading. The first, which predominated until about the sixties, sees reading as a set of skills or as a mere transfer of information. The second believes that reading is the product of the interaction between thought and language (Barbash, 2008).

The reading as a set of skills or transfer of information

This theory supposes the knowledge of words as the first level of reading, followed by a second level is the understanding and the third level of evaluation. The understanding is considered to be composed of several sub-levels: the understanding or ability to comprehend explicitly stated in the text, inference or ability to understand what is implied and reading critical or ability to assess the quality of text, ideas and purpose the author. In agreement with this view, the reader understands a text when it is able to extract meaning precisely the same text ...