Difficulties of Reading Comprehension - Book Report/Review Example

……………………………… Topic 7- Reading difficulties- Comprehension Interesting and important aspects of the reading: The most important aspect of reading and comprehension highlighted in this reading is the fact that good comprehension requires automatic word recognition. It is true that when we see a frequently red word, we do not pay attention to each of the alphabets. Rather, we perceive it as a word in whole. Attention of the reader automatically becomes diverted to the meaning rather than the structure of the word if the word is auto recognized. We basically form associations between words and their meanings; this is why automatic recognition leads our focus directly to its meaning. It is not possible to miss the meaning of a reading if the reader is well familiar with the words. When a reader reads familiar words, he/she automatically starts thinking in terms of the meanings, and does not pay much attention to the structure of words to which he/she is well exposed. 2. How did the reading relate to your own experience or context (text/self)? The second paragraph of the reading is about the analogy between reading and conversation. I have always treated reading as a conversation and I find it easy to comprehend the material when I treat it like a conversation. It is very easy to retain the focus cantered at the meaning when a reading is considered a comprehension. This analogy relates to me because this exactly the way I study and perceive anything I read. When I talk to someone, I automatically pay attention because I know that it is meant for me to understand and has a meaning for me. While reading, I do the same and keep track of any disagreements with the writer or any questions that I might need to ask or raise one the reading is finished. I agree with the author, that a reading is also a conversation; it is the transfer of information between two people, but only with one person present. 3. How did the reading relate to other thing you have read (text/text)? Extracts from two different sources, also mentioned in the reading relate strongly to what the reading claimed. One of these is extracts is from Westwood (2008), in which poor reading comprehension is typified and contrasted with good reading skills. The writer claims that in addition to poor word identification, lack of general knowledge, lack of fluency, lack of self correction and lack of comprehension monitoring also contribute in poor reading comprehension. The same point was explained in the reading where it says: ‘if you do not actively monitor and reflect upon what is being read, the words may be identified but meaning will not occur.’ In the same league, Nation and Angell (2006) explain that poor readers tend to read superficially, not attaching any meaning to the words they read. 4. What questions/disagreements do you have about any aspects of reading? The reading says that people often miss what is being said during a conversation if they do not pay attention and claims that similar is the case with reading. But I believe that there is much more chance of missing and drifting away while reading than listening. My question is, are the two comparable? Listening to someone and reading something written by another, because I find it very easy to pay attention to a live speaker as compared to a book or a written passage. One of the extract quoted in the reading by Westwood (2008) states that impoverished general knowledge is also a factor that hinders accurate reading comprehension. I believe that readings are source of knowledge but if the reading is written simply, a good reading should not require a very knowledgeable reader to comprehend it. Name ……………………………… Topic 10- Early Numeracy Difficulties 1. Interesting and important aspects of the reading: The most appealing part of this reading is the three step core content of survival maths. With assistance of multiple experts, the following three things are considered to be the basic skills needed for survival of maths. These include: automatic recall of basic number facts, ability to solve practical everyday problems and daily maths experiences involving weight, height and length etc. Mathematics plays a very important role in developing social competence among the disabled. It is important for the disabled students to be able to solve daily life maths related problems, understand numeracy, mathematical language and basic calculation concepts. The word sums in maths, which are a real translation of daily life problems, make use of grammatically complex language and the disabled must be taught to understand and interpret the problem statement in order to solve it. 2. How did the reading relate to your own experience or context (text/self)? This reading relates to me since I myself, as a child found it quite difficult to comprehend problem statements. I was good in figures and fluent in basic mathematical operations, but comprehension of the difficult language used in problem statement sums posed an issue for me during the early years of my life when my reading comprehension was not so well established. Later, when I improved my reading skills and excelled in grammar, it became easier for me to understand what written problems demand solution wise. Similarly, I believe it must be very difficult for students with learning disabilities to comprehend what the question is demanding, even if they are familiar with mathematical concepts, understanding the problem sum is of key significance in solving the sum. 3. How did the reading relate to other thing you have read (text/text)? The reading suggests that automatic recall of mathematical concepts can be achieved by frequent practice of sums involving basic mathematical questions/operations. Booker (2005) lays stress on the same while identifying the causes of common errors made by students while solving maths. He suggests that lack of frequent drills result in loosening of grasp on basic maths, which leads to errors. On the other hand, drilling in basic concepts strengthen the problem solving ability and polish the students numeracy skills further. Similarly, Westwood (2003), while talking about the importance of drills in mathematics introduces a term ‘automathecity’, which refers to the automatic recall of basic maths processes wherever needed. This ‘automathecity’ as per Westwood (2003) can be attained via frequent drills and practice in mathematical operations. Westwood has also cited a research and two surveys, which suggest that the students’ mathematics can be considerably improved by continuing basic maths drills till after 15 years of age. 4. What questions/disagreements do you have about any aspects of reading? The author states in the reading, that the problem of not understanding mathematical problems is further exaggerated as the child reaches higher levels of educations. My own experience is that this issue resolves in higher years, because the student’s language comprehension also increases with growing years. Even in the case of learning disabled students, I believe if they are undergoing some form of special educational intervention, their ability to understand language and comprehend the meaning of mathematical problem statements should enhance rather than regress as they reach higher grades. This should place them in a better position to solve maths effectively as compared to when they were in junior classes. Name ……………………………… Topic 8: Adolescents with learning disabilities 1. Interesting and important aspects of the reading: The most interesting and important aspect of this reading is the explanation of the fact, that decoding is of prime significance in comprehension. It is true that if a reader is not able to decode a written piece of material, he/she is not able to comprehend the meaning of what is being read. Decoding should be pretty much an automatic process that requires very little attention and concentration, so as to focus all the available and possible attention towards understanding the meaning of the word and what it implies in the given sentence rather than focusing on the spellings and the word itself. Recoding; meaning writing something in mind accurately is also a difficult task and similar issues apply to writing when it comes to students with learning disabilities. 2. How did the reading relate to your own experience or context (text/self)? The writer expresses the issue that reading becomes increasingly challenging as children reach higher classes, while very little attention is paid towards reading in schools. I totally agree with this. During my schooling, reading was not stressed upon in higher grades, and as a student, I found it very challenging to comprehend some of my text book materials. As the writer says, I used to spend most of my attention and concentration in trying to make out the spellings, more than I could spare for comprehension of the sentence and trying to understand the many meanings it could imply. Learning to read and write properly during the early years is a must and I admit here that of this is not achieved and excelled in the early years, it does pose a problem for those who have delayed reading and writing learning. 3. How did the reading relate to other thing you have read (text/text)? The reading stresses the role of ample vocabulary development for effective reading skills and comprehension. There are two extracts from other authors that imply the same thing. For instance, Roberts and colleagues (2008) have pointed out that inadequate decoding abilities in adolescent readers are often accompanied by poor vocabulary and lack of conceptual knowledge. Vocabulary is basic in enhancing reading comprehension and teachers should work on enhancing the vocabulary of adolescents with learning disabilities. Wexler and colleagues (2010) have presented a feasible solution to the problem of poor vocabulary. Their research based suggestion is, that repeated and wide spread fluent reading in high school years must be done to enhance vocabulary and to attain a full command on reading. The authors have also suggested that intensive instruction based reading is more effective with learning disabled adolescents as compared to repetitive reading or peer assisted reading drills. 4. What questions/disagreements do you have about any aspects of reading? Robert and colleagues (2008), cited in the reading suggest that difficulties in reading comprehension may be attributed to lack of self correction and monitoring. I believe that even with self correction and monitoring, one cant excel on reading comprehension unless and until the vocabulary area and decoding skills are worked upon. Adolescents usually are capable of self correction and self monitoring, but they lag behind in reading due to lack of reading practice, instructed reading drills and poor vocabulary perhaps due to lack of an optimum amount and variety of high class literature/reading material. Adolescents are more self correcting as compared to young children and are more aware of their lagging behind in reading. They are grown up, and realize their short coming, accordingly they do pay due attention to self correction and monitoring. References: Booker, G. (2004). Difficulties in mathematics: Errors, origins and implications. Westwood, P. (2003). Drilling basic number facts: Should we or should we not: Australian Journal of Learning Disabilities, 8(4), 12-18. Roberts, G; Torgesen, J.K; Boardman, A & Scammacca, N. (2008). Evidence based strategies for reading instruction of older students with learning disabilities. Learning disabilities research and practice, 23(2), 63-69. Nation, K & Angell,P. (2006). Learning to read and learning to comprehend. London Review of Education, 4(1), 77-87. Westwood, P. (2008). What teachers need to know about reading and writing difficulties. Chapter 3: Reading difficulties at text level. (pp.30-41). Victoria: ACER press. Wexler, J; Vaughan, S & Roberts, G. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning disabilities research & practice, 25(1), 2-10. Read More