Concept of Reading Comprehension
Gambrell,
Block & Pressley (2002: 4) reading comprehension is a process acquiring
meaning from written text with text being defined as a range of material from
traditional books to the computesr screen. In this meaning making process, the
reader interacts with the print and is involved in making sense of the message.
Readers comprehend text by acquiring meaning, confirming meaning, and creating
meaning. In sum, reading comprehension is the process of meaning making.
Bozena
(2012: 3) Reading comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with written language.
This process of interaction and involvement with the text is a function of both
reader and text variables that take place within a larger social context. When
successful, the product of reading comprehension is a coherent mental
representation of a text’s meaning that is integrated with the reader’s prior
knowledge. This product is often referred to as a mental model or a situation
model and is considered to be the basis for learning from text. The nature of
the model, that is the ideas and the links connecting those ideas, defines what
has been learned.
AlKialbi
(2015: 14-15) In order to understand the reading ability and explore how it is
acquired, it is essential that we determine the nature of such ability. Reading
comprehension abilities are quite complex
and they vary
in numerous ways
depending on tasks,
motivations, goals and
language abilities, divide the
underlying processes that are activated as we read into two parts; i.e.,
lower-level processes and higher-level processes.
The
lower-level processes are lexical access (word recognition), syntactic parsing,
semantic proposition formation and working memory activation. These processes
represent the more automatic linguistic processes and are typically viewed as
skills orientated. The higher-level processes include text model
of comprehension, situation
model of reader
interpretation, background knowledge
use and inferencing and executive
control processes. They generally represent comprehension processes that make
use of the reader’s background knowledge and inferencing skills.
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