Concept of Reading Comprehension

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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