Read Theory – Reading Comprehension

For good shorthand writing, the understanding the concepts of ‘Reading Comprehension’ is crucial. Check out these elements of the subject field, and in case you want to work for a Court, you must be able to read in a perfect manner.

The following is definitely not a complete overview of things related to Reading Comprehension’ but it will help you get on the right track.

Reading Comprehension as Strategic

In order to comprehend, the good reader must be strategic. Comprehension demands strategic processes. Good readers have control of the reading process and the way they control the process of understanding is by using reading strategies. In order to comprehend, the good reader has to have a repertoire of learning strategies.

The good reader needs to know what strategies he/she has available to use, why a reader would use a particular strategy, how she/he would use a strategy, and when and where she/he might use a strategy.

Reading Comprehension as Constructive

One of the most important dimensions of reading is that it is a constructive process. Meaning cannot just be extracted from the text. It must be actively created in the mind of the reader from the integration of prior knowledge with the information in the text. As the mind meets information in the text, it doesn’t act just as a “passive absorber” but rather as an “active shaper and editor.”

Reading comprehension is a constructive process that takes place over time. It is a process of how knowledge and understanding are built. The building blocks for the construction of knowledge are called “schemata,” a technical term that cognitive psychologists use to refer to how we store knowledge. A schema is a mental file about a concept or idea. As the reader learns more about a concept, he/she adds that information to the file. These files represent the prior knowledge and are often networked and interrelated.

Reading Comprehension as Engagement

The process of engagement is a very important aspect of the reading comprehension process. When good readers read, they carry on an inner conversation with the text. Good readers are constantly trying to connect the text to themselves, to other texts, and to the world. Good comprehenders ask themselves questions when they read. This self-questioning helps readers understand and connect with what they are reading.

Questions are at the heart of learning and comprehending. They help the reader clarify confusion, stimulate thinking, and develop insights that lead to thinking at a much deeper level. Inner questions keep the reader reading and thinking about the ideas in the text. This self-questioning also helps the reader monitor his/her understanding and aids in remembering.

Reading Comprehension as Interactive

The interactive dimension of reading comprehension suggests that reading is an act of communication between the writer/author and the reader. Comprehension is dependent not only on the knowledge and skill of an author, but also on the knowledge and skill of the reader.

Reading comprehension is interactive when the reader’s prior knowledge, experience, and skills interact with the author’s text and purpose. This is where meaning occurs. The more one already knows, the more one comprehends; and the more one comprehends, the more one learns new knowledge to enable comprehension of an even greater and broader array of topics and texts.
(L. Fielding and P.D. Pearson – Reading Comprehension: What Works – Educational Leadership‘).

An interactive, reciprocal relationship exists between one’s own prior knowledge and the knowledge presented in the text. Prior knowledge can account for more variation in reading performance than either I.Q. or measured reading achievement (P. Johnston and P.D. Pearson – Prior Knowledge, Connectivity, and the Assessment of Reading Comprehension’ – University of Illinois – Champaign – Center for the Study of Reading).