CHAPTER II THEORETICAL REVIEW
2. The Concept of Reading Comprehension
Comprehension is not always effortless and fast, of course. When beginning readers struggle over individual words, reading is slowed to a near halt and deeper levels of comprehension are seriously compromised. This happens when proficient adult readers struggle
7 Ibid. p.299
with technical expository text on unfamiliar arcane topics, such as a mortgage on a house or the schematic of computer’s operating system.
Cognitive strategies are particularly important when there is a breakdown at any level of comprehension.8
Comprehension is the essence of reading because the goal of written language is communication of messages. If we do not understand the message we are not reading.9
Comprehension is an active cycle of mental activity. It starts when readers anticipate meaning by predicting ahead of time what they will find in a passage.10
Reading is comprehension. Comprehension is what reading is all about. Decoding without comprehension is simply word barking-being able to articulate the word correctly without understanding its meaning. Effective comprehension not only make sense of the text they are reading, they can also use the information it contains.
Reading comprehension is the research for meaning, actively using our knowledge of the world and of texts to understand each new thing we read.11
Reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies.12
8 Ibid., p.4
9 Gerald G. Duffy, Explaining Reading, (New York: London: The Guilford Press, 2009), p.14
10 Ibid., p.107
11 Jean Wallace Gillet, Understanding Reading Problems Assessment and Instruction, (New York: Harper Collins College Publisher, 1994), p40
The purpose of reading comprehension is part of the process of reading comprehension. That is characterized by the process when the readers get the messages and meaning of the text they have read.
To understand and to create pathways for fostering reading comprehension within classrooms, we need a language for discussing what successful comprehends do. We use the phrase engaged readers to describe students like the ones previously described. These students possess the four main qualities of engaged reading.13
Many of the reading comprehension strategies that have been associated with the highest effect sizes for students with learning disabilities are those that teach students strategies that prompt them to monitor and reflect before, during, and after reading. These strategies ask students to (1) consider their background knowledge on the topic they are reading, (2) summarize key ideas, and (3) self question while they read.14
Reading comprehension involves much more than readers’
responses to text. Reading comprehension is a multi component, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy
12 H. Douglas Brown, Teaching by Principle An Interactive Approach to Language Pedagogy, (San Francisco State University: Longman, 2000), (Second Edition) p.306
13 John T. Guthrie, Allan Wigfield, Kathleen C. Perencevich. Motivating Reading Comprehension. (London: University of Maryland:College Park, 2004), p.3
14 Janette K. Klingner, Sharon Vaughn, and Alison Boardman. Teaching Reading Comprehension to Students with Learning Difficulties. (New York: The Guilford Press, 2007), p.4
use) as well as variables related to the text itself (interest in text, understanding of the types).15
Based on the explanation above, the researcher can assume that reading comprehension is skill should active reader’s prior knowledge to search the meaning of the text to understand and to get all new thing we have read.
b. The Strategies for Reading Comprehension
Following are ten such strategies, each of which can be practically applied to your classroom techniques.
1) Identify the purpose in reading
How many times have you been told to read something yet you don’t know why you’re being asked to read it? You did only a mediocre job of retaining what you ―read‖ and perhaps were rather slow in the process. Efficient reading consists of clearly identifying the purpose in reading something.
2) Use graphemic rules and patterns to aid in bottom-up decoding At the beginning levels of learning english, one of the difficulties students encounter in learning to read is making the correspondences between spoken and written english. In many cases, learners have come aquainted with oral language and have some difficulty learning english spelling conventions.
15 Ibid., p.8
3) Use efficient silent reading techniques for relatively rapid comprehension.
If you are teaching beginning level students, this particular strategy will not apply because they are still struggling with the control of a limid vocabulary and grammaticaly.
4) Skim the vocabulary and grammatically
Perhaps the two most valuable reading strategies for learners (as well as native speakers) are skimming and scanning. Skimming consists of quickly running one’s eyes across a whole text (such as an essay, article, or chapter) for its gis. Skimming gives readers the advantage of being able to predict the purpose of the passage, the main topic, or message, and possibly some of the developing or supporting ideas. This gives them a head start as they embark on more focused reading. You can train students to skim passage by giving them, say, thirty seconds to look through a few pages of material, close their books, and then tell you what they learned.
1) Scan the text for specific information
The second in the most valuable category is scanning, or quickly searching for some particular piece of information in a text. Scanning exercise may ask students to look for names or dates, to find a definition of a key concept, or to list a certain number of supporting details. The purpose of scanning is to extract specific information without reading through the whole text for academic english, scanning is absolutely essential.
2) Use the semantic mapping or clustering
Readers can easly be overwhemed by a long string of ideas or events. The strategy of semantic mapping, or grouping ideas into meaningful clusters, helps the readers to provide some order to the chaos. Making such semantic maps can be done individually, but they make for a productive group work technique as students collectively induce order and hierarchy to a passage.
3) Guess when you aren’t certain
This is an extremely broad category. Learners can use guessing to their advantage to.
a) Guess the meaning of a word b) Guess a grammatical relationship c) Guess a discourse relationship d) Infer implied meaning
e) Guess about a cultural reference f) Guess content messages.
4) Analyze Vocabulary
One way for learners to make guessing pay off when they don’t immediately recognize a word is to analyze it in terms of what they know about it.
5) Distinguish between literal and implied meanings
This requires the application of sophisticated top-down processing skills. The fact that not all language can be interpreted
appropriately by attending to its literal, syntactic surface structure makes special demands on readers.
6) Capitalize on discourse markers to process relationships.
Many discourse markers in english signal relationship among ideas as expressed through phrases, clauses, and sentences. A clear comprehension of such markers can greatly enhance learners’
reading efficiency.16
Many Strategies For Reading Comprehension which has been explained by Brown. The researcher concludes that all of the categories must be included in Strategies For Reading Comprehension to understand and comprehend the language to achieve the aim of teaching reading.
c. The Measurements of Reading Comprehension
To know the achievement of reading comprehension should be measured use the assessment of reading. There are the measurements of reading comprehension according to Grenall and Swan, as follows:17
16 H. Doughlas Brown, Teaching by Principle. p.306-310
17 Simon Grenall and Michael Swan, Effective Reading:Reading comprehension for advanced students: Teacher’s Book, (Cambridge: Cambridge University Press, 1994), P. 34
Table 2
The Measurement of Reading comprehension
No. Criteria Score
1. St Students can identify the meaning of the ideas in the text
0-25 2. St Students can identify the communicative
purpose of the text
0-15 3. St Students can identify main idea of the text 0-25 4. St Students can identify information
contained in the text
0-35
Total 100
B. The Concept of Predicting Strategy