Every reading teacher aims to produce children who are independent readers with comprehension. One way to achieve this is by offering reading texts which are adapted to the grade or year level of children. These texts must have lesser complexity depending on the capacity of the learners. However, one dilemma of a reading teacher is to find the “right” level for the children, since comprehension is directly related to the appropriateness and readability of what is being read.
Reading teachers know that the children use their cognitive resources to decode the meaning of what they are reading. They must identify carefully the reading material against the age, schema or knowledge or experience and other factors that are essential.
After using a variety of tools to assess the type of texts they use to improve the reading comprehension, the reading teacher needs to assess the level of reading and comprehension of the children. He/she must consider some factors wherein both beginning readers and those in the higher levels cannot decode meaning of the texts. Each reader possesses different characteristics, experiences and knowledge as he/she interacts with the reading texts. Comprehension is a complex process; the construction of meaning is attained through the transaction between the reader and the texts. Rosenblatt( 1978)
Each reader possesses different characteristics, experiences and knowledge as he/she interacts with the reading texts. According to Pado (2004), the depth and breadth of a reader’s background knowledge or schema will not likely influence the meaning that is derived from the text. It is for this reason that a child whose prior schema has been activated will be drawn to a selection with more interest. If a story’s message or idea is related to a child’s own experiences and context, he/she will achieve a better understanding of the text.
In addition, the reader’s social and cultural background provide children in the appreciation and comprehension of a particular text. For instance, children who have watched the movie “Frozen” most likely will have facilitating skills in reading the text in a children’s literature book or cartoon versions.
Diaz (2007) explained that understanding the reader and the nature of the reading task are not only the significant elements of comprehension. The text itself and its features affect the negotiation of meaning in reading as well. The structure of the text-the vocabulary, the language, the sentence structures- dictates the complexity level of a certain reading selection.
References:
Leonor Ercillo-Diaz, A Closer Look at Text Assessment and Comprehension RAP Journal. Published by RAP 2007.
L.S. Pado.What Every teacher needs to know about comprehension, The Reading Teacher, 58, 272-280 2004.
By: Shirley P. Ramos | Teacher III | SAPA ELEMENTARY SCHOOL – Samal District | Samal, Bataan
