1 Reading Comprehension Part 2 Dr. Sarwet Rasul. 2 Previous Lesson Reading Comprehension What is reading comprehension? The reader and reading Mental.

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Reading Comprehension Part 2

Dr. Sarwet Rasul

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Previous Lesson

• Reading Comprehension• What is reading comprehension?• The reader and reading• Mental process of comprehension• Factors Affecting comprehension: reader, text, context• Reading comprehension strategies• Benefit of using these strategies• What if reading comprehension fails?• Activities and exercises to improve reading Comprehension

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Today’s Session

• More about Comprehension

• Focus: Practice

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• Reading comprehension is defined as the level of understanding of a text/message.

• How does this understanding come? …This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text itself.

• Proficient reading depends on the ability to recognize words quickly and effortlessly.

• If word recognition is slow or difficult, students use too much of their processing capacity to read individual words which will reduce their ability to comprehend what they read.

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Approach taken for reading...

• The approach a reader takes is defined not by the nature of the text but by the purpose for reading.

• Any text can be read in any way. • Stories can be read for information and informational material can

be read for pleasure.• So in determining the purpose we predispose the reader to read a

specific text in a particular way.(Feathers, 2004 : p.25-26)

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General principles for reading

• The more extensive the vocabulary, the better the comprehension. • A reciprocal relationship exists between reading and writing.

Individuals are born with a mental grammar which, placed in context, allows the individual to place a meaning upon that particular word or phrase in an appropriate context. Contextual practice will assist individuals in activating that mental placement, enhancing their understanding of different materials.

• The more active the mind while reading, the better the comprehension and the retention of material; for example, pre-reading activities help with comprehension(http://www.lynchburg.edu/writing-center/reading-comprehension)

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WHAT IS INVOLVED IN READING COMPREHENSION? The principal thought behind reading comprehension lies in vocabulary.

Vocabulary facilitates the reading and writing process in three ways:

• Thinking—a large vocabulary gives the reader/writer more control over ideas.

• Understanding—the more words the reader / writer is aware of, the less time he or she will spend hesitating between words or sentences; thus, the understanding will be continuous rather than fragmented. Allowing the reader to maintain a constant speed, vocabulary will not only enhance the reader's comprehension, but will also enable him / her to read more quickly.

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Cont…WHAT IS INVOLVED IN READING COMPREHENSION?

• Writing—increasing vocabulary will result in long term benefits as the writer, understanding the items read, will be able to compose papers or essays based on understanding rather than guesswork.(http://www.lynchburg.edu/writing-center/reading-comprehension)

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Comprehension TacticsComprehension Tactics

1. LOCATE THE KEY SENTENCE TO ANTICIPATE WHAT THE PASSAGE 1. LOCATE THE KEY SENTENCE TO ANTICIPATE WHAT THE PASSAGE WILL BE ABOUTWILL BE ABOUT

• Usually the opening or closing sentence of a paragraph is a key sentence. Usually the opening or closing sentence of a paragraph is a key sentence. Do not worry about the position of the key/topic sentence; look for the most Do not worry about the position of the key/topic sentence; look for the most important statement or idea . It can serve as guidepost for you , pointing important statement or idea . It can serve as guidepost for you , pointing

out the author’s main idea .out the author’s main idea .

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Cont… Comprehension TacticsComprehension Tactics

2. FIRST READ THE PASSAGE THEN READ THE QUESTIONS• Some of the students think that if they will read the questions before reading

the passage , it will save their time. • Ninety-nine times out of a hundred they are wrong.• So, first concentrate on comprehending the passage as a whole.• Do not read very rapidly because this way you will begin to take short cuts

and miss the correct answer in your haste.

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• 3.3. WHEN ASKED TO MAKE INFERENCES , BASE YOUR ANSWER ON WHEN ASKED TO MAKE INFERENCES , BASE YOUR ANSWER ON WHAT THE PASSAGE IMPLIES, NOT WHAT IT STATES DIRECTLYWHAT THE PASSAGE IMPLIES, NOT WHAT IT STATES DIRECTLY

• Sometimes the author does not convey his message or give the information Sometimes the author does not convey his message or give the information directly.directly.

• In such a situation you will have to go beyond the obvious ( the hidden In such a situation you will have to go beyond the obvious ( the hidden meaning ) and infer the meaning (the hidden meaning).meaning ) and infer the meaning (the hidden meaning).

• To find out this meaning and to reach your own judgment you should look To find out this meaning and to reach your own judgment you should look for clues in the passage .for clues in the passage .

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Cont… Comprehension TacticsComprehension Tactics• 4. DETERMINE THE AREA OF THE ANSWER• To find the answer of a question , it is very important to locate the place of

the answer.• This place might be particular / exact or random / scattered.• In first case, you should take out the important or key words of the question

and run your eye down the passage quickly to find out those key words or their synonyms in the passage.

• In the second case, you should develop a logical relationship in different ideas and opinions expressed in the passage before determining the correct answer.

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Cont… Comprehension TacticsComprehension Tactics• 5. WHEN ASKED TO CHOOSE A TITLE, AVOID THE CHOICES THAT

ARE TOO SPECIFIC OR TOO RANDOM• In a passage all the sentences revolve around one central theme . A proper

title for a paragraph , therefore , should include this basic theme . It is not essential that to make a title you should use the vocabulary given in the passage itself . A good title is one which

• _ includes all the essentials of the given passage• _ is neither too specific nor too broad• _ is comprehensive and not very long

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• 6. WHEN ASKED ABOUT AN ATTITUDE, MOOD OR TONE, LOOK FOR WORDS THAT CONVEY EMOTION, EXPRESS VALUES OR PAINT EMOTIONS

• If you are asked a question about the mood or the tone of the author you should take a close look at the specific language used.

• For example if the author is using adjectives to describe a subject , you should look whether the author has used positive connotations _ i-e: happy, quiet , good tempered etc _ or negative connotations _i-e: selfish , irritable , careless etc.

• Having noticed such words you will be in a better position to determine the mood of the author _frustrated , cheerful , sad , critical , gloomy , angry etc .

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7. REMEMBER . . . PICKING UP ONE OPTION MEANS DROPPING THE OTHERS

• The options that a question offers you might be very distracting, puzzling, misleading or confusing; but the secret of your success lies in finding the reasons for picking or dropping any of them.

• Your casual eye or hastiness in picking up one option without analyzing the others can earn you a discredit .

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Kinds Of ComprehensionKinds Of Comprehension

• Extract comprehensionExtract comprehension• Passage comprehensionPassage comprehension• Sentence comprehensionSentence comprehension• Word comprehension Word comprehension

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PRACTICE ONE . . . . PASSAGE COMPREHENSION PRACTICE ONE . . . . PASSAGE COMPREHENSION Each passage below is followed by a set of questions ; you are to mark the Each passage below is followed by a set of questions ; you are to mark the

correct answer from the choices given with each question .correct answer from the choices given with each question . PASSAGE 1PASSAGE 1 One major cause of slow reading is that sometimes you don’t focus . One major cause of slow reading is that sometimes you don’t focus .

Your eyes keep moving down the page , but your mind is out to lunch . Your eyes keep moving down the page , but your mind is out to lunch . Then bang ! you wake up from your day dream and say “Hay! What was Then bang ! you wake up from your day dream and say “Hay! What was I reading? ” And your eyes jump back to an earlier spot on the page and I reading? ” And your eyes jump back to an earlier spot on the page and you wind up , rereading the whole thing . Obviously , regressing _going you wind up , rereading the whole thing . Obviously , regressing _going back and rereading the words or whole passages you’ve supposedly back and rereading the words or whole passages you’ve supposedly read , slows you down . Regressing , is a habit , but like any other habit read , slows you down . Regressing , is a habit , but like any other habit you can break it .you can break it .

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1. The best possible title of the passage is (A) Causes of slow reading (B) How to avoid regressing (C) Regressing slows down reading

2 . The phrase “your mind is out to lunch” in the passage implies that

A. your mind is at rest B. you are mentally not presentC. you are hungry and want to have lunch

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PASSAGE 2Precipitation , commonly referred to as rainfall , is a measure of the quantity of water in the form of either rain , hail , or snow

which reaches the ground . The average annual precipitation over the whole of the United States is thirty-six inches . It should be understood however , that a foot of snow is not equal to a foot of precipitation . A general formula for computing the precipitation

of snowfall is that ten inches of snow is equal to one inch of precipitation .In New York State , for example , twenty inches of

snow in one year would be recorded as only two inches of precipitation . Forty inches of rain would be recorded as forty

inches of precipitation . The total annual precipitation would be recorded as forty-two inches . The amount of precipitation is a

combined result of several factors . Location, altitude and proximity to the sea are the most important causes . In some

places on the other hand, as in United States , most of the precipitation is brought by prevailing winds from the Pacific

Ocean and the Great Lakes along the Pacific Coast , however , height also causes some diversity in rain fall .

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1 . What does this passage mainly discuss?1 . What does this passage mainly discuss? (A) Rainfall (B) Snowfall(A) Rainfall (B) Snowfall (C) New York State (D) Computation of Precipitation(C) New York State (D) Computation of Precipitation2 . Which of the following is another word that is used in place of Rainfall2 . Which of the following is another word that is used in place of Rainfall ?? (A) Humidity (B) Wetness(A) Humidity (B) Wetness (C) (C) PrecipitationPrecipitation (D) Quantity of water (D) Quantity of water3 . The term Precipitation includes3 . The term Precipitation includes (A) only rain fall (B) rain , hail , and humidity(A) only rain fall (B) rain , hail , and humidity (C) rain , snow and hail (D) rain , hail ,and humidity(C) rain , snow and hail (D) rain , hail ,and humidity4 . What is the average annual rainfall in inches in the United States ?4 . What is the average annual rainfall in inches in the United States ? (A)thirty-six inches (B) thirty-eight inches(A)thirty-six inches (B) thirty-eight inches (C)forty inches (D) forty-two inches(C)forty inches (D) forty-two inches5 . If a state has forty inches of snow in a year , by how much does this increase the 5 . If a state has forty inches of snow in a year , by how much does this increase the

annual precipitation ?annual precipitation ? (A) by two feet (B) by four inches (A) by two feet (B) by four inches (C) by four feet (D) by forty inches (C) by four feet (D) by forty inches

6 . Which factors affect the amount of precipitation ?6 . Which factors affect the amount of precipitation ? (A) altitude, location, proximity to the sea(A) altitude, location, proximity to the sea (B) location, rainfall, proximity to the sea, (B) location, rainfall, proximity to the sea, altitudealtitude (C) altitude, winds, proximity to the sea (D) location ,proximity to the sea ,winds ,height (C) altitude, winds, proximity to the sea (D) location ,proximity to the sea ,winds ,height

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AnswersAnswers1 . What does this passage mainly discuss?1 . What does this passage mainly discuss? (A) (A) RainfallRainfall (B) Snowfall (B) Snowfall (C) New York State (D) Computation of Precipitation(C) New York State (D) Computation of Precipitation2 . Which of the following is another word that is often used in place of Rainfall?2 . Which of the following is another word that is often used in place of Rainfall? (A) Humidity (B) Wetness(A) Humidity (B) Wetness (C) (C) PrecipitationPrecipitation (D) Quantity of water (D) Quantity of water3 . The term Precipitation includes3 . The term Precipitation includes (A) only rain fall (B) rain , hail , and humidity(A) only rain fall (B) rain , hail , and humidity (C) (C) rain , snow and hailrain , snow and hail (D) rain , hail ,and humidity (D) rain , hail ,and humidity4 . What is the average annual rainfall in inches in the United States ?4 . What is the average annual rainfall in inches in the United States ? ((A)thirty-six inchesA)thirty-six inches (B) thirty-eight inches (B) thirty-eight inches (C)forty inches (D) forty-two inches(C)forty inches (D) forty-two inches5 . If a state has forty inches of snow in a year , by how much does this increase the 5 . If a state has forty inches of snow in a year , by how much does this increase the

annual precipitation ?annual precipitation ? (A) by two feet (B) (A) by two feet (B) by four inches by four inches (C) by four feet (D) by forty inches (C) by four feet (D) by forty inches

6 . Which factors affect the amount of precipitation ?6 . Which factors affect the amount of precipitation ? (A) (A) altitude, location, proximity to the seaaltitude, location, proximity to the sea (B) location, rainfall, proximity to the sea, (B) location, rainfall, proximity to the sea, altitudealtitude (C) altitude, winds, proximity to the sea (D) location ,proximity to the (C) altitude, winds, proximity to the sea (D) location ,proximity to the

sea ,winds ,height sea ,winds ,height

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PRACTICE TWO…EXTRACT COMPREHENSIONPRACTICE TWO…EXTRACT COMPREHENSION

Which of the following can the statement properly inferred from the above?Which of the following can the statement properly inferred from the above?

(A)(A) No workers had to wear steel helmets before 1955, but all workers had to wear No workers had to wear steel helmets before 1955, but all workers had to wear them after 1955.them after 1955.

(B)(B) Construction industry workers were the first to be required to wear steel Construction industry workers were the first to be required to wear steel helmets.helmets.

(C)(C) Construction industry workers had to wear steel helmets prior to 1955.Construction industry workers had to wear steel helmets prior to 1955.

(D)(D) Some workers may have worn steel helmets before 1955, but all construction Some workers may have worn steel helmets before 1955, but all construction workers were required to wear them beginning in 1955.workers were required to wear them beginning in 1955.

(E)(E) Workers may have worn some type of helmet before 1955, but later all had to Workers may have worn some type of helmet before 1955, but later all had to wear steel-type helmets.wear steel-type helmets.

Starting in 1955, all workers had to wear steel Starting in 1955, all workers had to wear steel helmets if they were employed in the construction helmets if they were employed in the construction industry .industry .

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PRACTICE TWO…EXTRACT COMPREHENSIONPRACTICE TWO…EXTRACT COMPREHENSION

Which of the following can the statement properly inferred from the above?Which of the following can the statement properly inferred from the above?

(A)(A) No workers had to wear steel helmets before 1955, but all workers had to wear No workers had to wear steel helmets before 1955, but all workers had to wear them after 1955.them after 1955.

(B)(B) Construction industry workers were the first to be required to wear steel Construction industry workers were the first to be required to wear steel helmets.helmets.

(C)(C) Construction industry workers had to wear steel helmets prior to 1955.Construction industry workers had to wear steel helmets prior to 1955.

(D)(D) Some workers may have worn steel helmets before 1955, but all construction Some workers may have worn steel helmets before 1955, but all construction workers were required to wear them beginning in 1955.workers were required to wear them beginning in 1955.

(E)(E) Workers may have worn some type of helmet before 1955, but later all had to Workers may have worn some type of helmet before 1955, but later all had to wear steel-type helmets.wear steel-type helmets.

Starting in 1955, all workers had to wear steel Starting in 1955, all workers had to wear steel helmets if they were employed in the construction helmets if they were employed in the construction industry .industry .

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2. By far the chief export in the 15th century was textiles. 2. By far the chief export in the 15th century was textiles. Among these woolens predominated, linens were far less Among these woolens predominated, linens were far less important and silks played an insignificant part. Outside this important and silks played an insignificant part. Outside this group, the only important item, in the first half of the century group, the only important item, in the first half of the century was corn, though the exports of fish, lead and tin were by was corn, though the exports of fish, lead and tin were by no means negligible.no means negligible.

EXTRACT- TWO

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Now Think! • Given the above information which of the following statements

best tells the information given in the paragraph:• (A) Corn was nearly as important an export as linen.• (B) Corn, though not as important an export as textiles, was still an important component of the export trade. • (C) Silk was a valuable export in the 15th century.• (D) Fishing was a bigger industry than wool production in the 15th century.• (E) Non textile items were one of the chief elements in the list of products exported in the 15th century.

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• Given the above information which of the following statements best tells the information given in the paragraph:

• (A) Corn was nearly as important an export as linen.• (B) Corn, though not as important an export as textiles, was still an

important component of the export trade. • (C) Silk was a valuable export in the 15th century.• (D) Fishing was a bigger industry than wool production in the 15th century.• (E) Non textile items were one of the chief elements in the list of

products exported in the 15th century.

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PART – BPART – B

Each sentence below is followed by four choices ; you are Each sentence below is followed by four choices ; you are to ENCIRCLE the option that best replaces the original to ENCIRCLE the option that best replaces the original text .text .

1 . Low blood sugar is no more a disorder of unknown origin.1 . Low blood sugar is no more a disorder of unknown origin. (A) Low blood sugar is a disorder ; its causes are not known.(A) Low blood sugar is a disorder ; its causes are not known. (B) Low blood sugar is a disorder ; its causes are no more hidden(B) Low blood sugar is a disorder ; its causes are no more hidden (C) Low blood sugar is a disorder that has its own causes(C) Low blood sugar is a disorder that has its own causes (D) Low blood sugar is a disorder and its causes are known.(D) Low blood sugar is a disorder and its causes are known.

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1 . Low blood sugar is no more a disorder of unknown origin.1 . Low blood sugar is no more a disorder of unknown origin.

(A) Low blood sugar is a disorder ; its causes are not known.(A) Low blood sugar is a disorder ; its causes are not known.

(B) (B) Low blood sugar is a disorder ; its causes are no more hiddenLow blood sugar is a disorder ; its causes are no more hidden

(C) Low blood sugar is a disorder that has its own causes(C) Low blood sugar is a disorder that has its own causes

(D) Low blood sugar is a disorder and its causes are known.(D) Low blood sugar is a disorder and its causes are known.

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3 . This habit makes you susceptible to disease3 . This habit makes you susceptible to disease

(A) Only because of this habit you will catch the (A) Only because of this habit you will catch the disease.disease.

(B) you are likely to catch disease because of this (B) you are likely to catch disease because of this habit.habit.

(C) You will catch this disease because of the habit.(C) You will catch this disease because of the habit.

(D) You can save yourself if you give up this habit.(D) You can save yourself if you give up this habit.

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(A) (A) Only because of this habit you will catch the disease.Only because of this habit you will catch the disease.

(B) you are likely to catch disease because of this habit.(B) you are likely to catch disease because of this habit.



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(A) Only because of this habit you will catch the disease.(A) Only because of this habit you will catch the disease.

(B) (B) you are likely to catch disease because of this habit.you are likely to catch disease because of this habit.



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3 . Iqbal’s poetry will always be admired.3 . Iqbal’s poetry will always be admired.

(A) Iqbal’s poetry will always be read.(A) Iqbal’s poetry will always be read.

(B) Iqbal’s poetry will always be recited (B) Iqbal’s poetry will always be recited

(C) Iqbal’s poetry will always be venerated.(C) Iqbal’s poetry will always be venerated.

(D) Iqbal’s poetry will always be repeated.(D) Iqbal’s poetry will always be repeated.

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3 . Iqbal’s poetry will always be admired.3 . Iqbal’s poetry will always be admired.

(A) Iqbal’s poetry will always be read.(A) Iqbal’s poetry will always be read.

(B) Iqbal’s poetry will always be recited (B) Iqbal’s poetry will always be recited

(C) (C) Iqbal’s poetry will always be venerated.Iqbal’s poetry will always be venerated.

(D) Iqbal’s poetry will always be repeated.(D) Iqbal’s poetry will always be repeated.

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TRY IT NOW………TRY IT NOW………

• PASSAGE 1 :PASSAGE 1 : The effect of science upon our view of man’s place in the The effect of science upon our view of man’s place in the universe has been of two divergent kinds ; it has at once besmirched and universe has been of two divergent kinds ; it has at once besmirched and exalted him .The latter effect is generally assumed as outweighing the exalted him .The latter effect is generally assumed as outweighing the former. This assumption can be justified through varied kinds of favorable former. This assumption can be justified through varied kinds of favorable effects that science has earned . There are direct intellectual effects ___ the effects that science has earned . There are direct intellectual effects ___ the dispelling of many traditional beliefs , and the adoption of others suggested dispelling of many traditional beliefs , and the adoption of others suggested by the success of scientific method . Then there are technical effects___ the by the success of scientific method . Then there are technical effects___ the advancement in industry and war. Still then , there are profound effects on advancement in industry and war. Still then , there are profound effects on human health ___ remarkable decrease in death rate owe its existence to human health ___ remarkable decrease in death rate owe its existence to wonderful medicines. Though the future effects of science are yet a matter wonderful medicines. Though the future effects of science are yet a matter of conjecture ; the study of its effects hitherto may make the conjecture of conjecture ; the study of its effects hitherto may make the conjecture complimentary complimentary

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1. How has science affected man?1. How has science affected man?

(A) It has degraded and deprived man at the same time.(A) It has degraded and deprived man at the same time.

(B)It has at once dishonored and tainted man. (B)It has at once dishonored and tainted man.

(C)It has debased and dignified man at the same time. (C)It has debased and dignified man at the same time.

(D)It has at once high-ranked and glorified man.(D)It has at once high-ranked and glorified man.

2. The nature of the direct intellectual effects of science on man imply2. The nature of the direct intellectual effects of science on man imply

(A)(A) the dismissing of many traditional beliefs. the dismissing of many traditional beliefs.

(B) the embracing of many traditional beliefs.(B) the embracing of many traditional beliefs.

(C) the approval of many traditional beliefs.(C) the approval of many traditional beliefs.

(D) the implementation of many traditional beliefs.(D) the implementation of many traditional beliefs.

3. The writer’s mode of approach is3. The writer’s mode of approach is

(A) emotional (C) expository(A) emotional (C) expository

(B) descriptive (D) logical (B) descriptive (D) logical

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4. Which of the following is true according to the passage.4. Which of the following is true according to the passage.

(A) The future effect of science is yet a matter of supposition.(A) The future effect of science is yet a matter of supposition.

(B) The future effect of science is yet a matter of suggestion. (B) The future effect of science is yet a matter of suggestion.

(C) The future effect of science is yet a matter of analysis. (C) The future effect of science is yet a matter of analysis.

(D) The future effect of science is yet a matter of reasoning. (D) The future effect of science is yet a matter of reasoning.

5. The phrase ‘ the study of its effects hitherto’ means5. The phrase ‘ the study of its effects hitherto’ means

(A) the study of its effects in future(A) the study of its effects in future

(B) the study of its effects described here(B) the study of its effects described here

(C) the study of its effects up till now(C) the study of its effects up till now

(D) the study of its effects hereby(D) the study of its effects hereby

6. The most appropriate title of the passage is6. The most appropriate title of the passage is

(A) The advantages and disadvantages of science(A) The advantages and disadvantages of science

(B) The impact of science on man(B) The impact of science on man

(C) Achievements of science(C) Achievements of science

(D) Science __ a great boon for man(D) Science __ a great boon for man

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The skills and strategies that good readers

use: • Rapid and accurate word reading • Setting goals for reading • Noting the structure and organization of text • Monitoring their understanding while reading • Creating mental notes and summaries

(Klingner, Vaughn & Boardman, 2007 p.3)

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• Directions:: Read the passage. Then answer the questions below. • Marcia says that all of her friends have a cell phone, but Marcia’s mom

doesn't want to buy her one. Marcia's mom doesn't want Marcia to play video games either. What is more, the Internet scares her. Marcia's mom says, “If Marcia has a cell phone, how do we know whom she is talking to? Video games are bad for you. The Internet is dangerous and uncontrolled. It’s like having a gun in the house. We should just ban her from using the computer, and I'm not buying her a cell phone until she is eighteen. This is the only way we can be sure that Marcia is safe."

• Marcia’s dad disagrees with Marcia's mom. Although he agrees that there are some dangers to it, he likes the Internet, and finds it to be very useful. “The trouble is,” he says, “We just can’t stop Marcia from using the Internet, as this would put her at a disadvantage. What is more, I like video games. I think that, when played in moderation, they are fun. Obviously, it is not good to play them without restraint or self-control. Finally, I think Marcia needs a cell phone. We can’t take these things away.”

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• Questions • 1) Which of the following best describes the difference

between Marcia's mom and Marcia's dad? • A. Mom wants to ban Marcia from using the computer,

while dad likes to play video games. • B. Mom thinks technology is dangerous, while dad thinks

it can be useful. • C. Mom cares little about Marcia's future, while dad is

very supportive. • D. Mom is very strict while Dad is open minded.

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• Answers and Explanations • 1) B

• In paragraph 1, Marcia's mom says, "The Internet is dangerous and uncontrolled," and "Video games are bad for you." This lets us know that mom thinks cell phones and the Internet are dangerous and that video games are bad for you. In paragraph 2 we learn that although he agrees with mom that there are some dangers involved with using the internet, he "likes the Internet, and finds it to be very useful." Moreover, dad thinks Dad continues to say, "I like video games." At the end of paragraph 2 dad says, "I think Marcia needs a cell phone." This let us know that dad thinks the Internet is useful, video games are fun (when played in moderation), and that Marcia needs a cell phone. Cell phones, video games and the Internet are all examples of technology. Mom thinks these things are dangerous and Dad thinks these things are useful. Therefore (B) is correct. Mom does want to ban Marcia from the computer and Dad does like playing video games. However, (A) is not the best choice because these are not the only differences between Marcia’s Mom and Dad. In addition, Mom doesn’t want Marcia using certain technologies because she is worried that they are dangerous or bad for Marcia. Marcia’s dad thinks that Marcia should use the technology because it is useful and fun. This means that both parents want the best for Marcia. Since both parents support Marcia and care about her future, (C) is incorrect. Finally, just because Mom is concerned about the use of certain technologies doesn’t mean that she is strict in general. Just because Dad is pro-technology does not mean that he is open minded about everything. Since choice (D) makes generalizations not supported by the passage, it is incorrect.

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• 2) Which of the following best describes the similarity between Marcia's mom and Marcia's dad?

• A. Mom and dad both like technology. • B. Mom and dad both think video games are

bad. • C. Mom and dad both think the internet is

dangerous. • D. Mom and dad both care about Marcia's

wellbeing.

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• 2) D • In paragraph 1, Marcia's mom describes why she thinks technology

is bad. She says that the internet, cell phones, and video games are dangerous. At the end of the paragraph she says, "This is the only way we can be sure that Marcia is safe." This lets us know that the reason why she dislikes technology is because it will put Marcia's safety at risk. This lets us know that Marcia's mom cares about Marcia's wellbeing. In paragraph 2, we learn about why Marcia's dad thinks technology is good for Marcia. According to him, technology is "very useful." Moreover, he does not want to take technology away from Marcia, as this will "put her at a disadvantage." This lets us know that Marcia's dad also cares about Marcia's wellbeing. Therefore (D) is correct. The passage does not provide information to support choices (A), (B), and (C). Therefore they are incorrect.

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• 3) In paragraph 1, Marcia's mom says, "It's like having a gun in the house." She says this in order to

• A. support the idea that the Internet is dangerous • B. reject the claim that guns can be safe if used responsibly • C. encourage Marcia's dad to purchase a gun • D. explain why the Internet is uncontrolled • 4) In paragraph 2, Marcia's dad says, "We just can’t stop Marcia from using the

Internet, as this would put her at a disadvantage." What does Marcia's dad mean by this?

• A. Marcia needs to learn how to use the internet if she wants to have friends in the future.

• B. Marcia should not stop using the internet because this will seriously slow her learning.

• C. If a person's ability to use the internet becomes important in the future, Marcia will be at a loss.

• D. If Marcia does not learn to use the internet on her own, then she will never learn to recognize its dangers.

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• 4) C • disadvantage (noun): an unfavorable or poor condition. • In paragraph 2, we learn about why Marcia's dad thinks

technology is good for Marcia. According to him, technology is "very useful." Moreover, he does not want to take technology away from Marcia, as this will "put her at a disadvantage." This lets us know that Marcia's dad also cares about Marcia's wellbeing. So, it makes sense to think that if Marcia does not learn to use the internet, and the internet becomes important in the future, Marcia will be at a loss. Choice (C) is correct. The passage does not provide information to support choices (A), (B), and (D). Therefore they are incorrect.

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• 5) In paragraph 2, Marcia's dad says, "Finally, I think Marcia needs a cell phone." Given what you know about Marcia’s mom’s concerns, what is the best reason Marcia's dad can provide to convince Marcia's mom that Marcia needs a cell phone?

• A. Marcia can use her cell phone to talk to her friends, instead of needing to borrow one of ours.

• B. Having a cell phone will teach Marcia how to use new technology. • C. Because all of her friends have one, it would be unfair to disallow Marcia to have a

cell phone. • D. If Marcia's is in trouble she can use her cell phone to call for help. • 6) Which of the following describes a level of game play that Marcia' dad would

disapprove of? • A. On Saturday, Marcia plays video games all evening. The next day, she wakes up

early and goes for a walk through the woods near her house. When her friend calls Marcia, they talk about the what they are going to wear to school on Monday.

• B. Marcia plays video games for an hour or two. Then she eats lunch and meets her friends at the skating rink. That night, Marcia and her friends go to see a movie.

• C. Marcia plays video games all morning. When her friends ask her to come play outside, Marcia tells them that she is too busy and continues to play.

• D. Marcia plays video games for an hour every day for five days straight. During these days, she does not watch any TV.

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• 7) Marcia's mom can best be described as • A. ridiculous • B. careful • C. cruel • D. rude • 8) Marcia's dad can best be described as • A. shameless • B. foolish • C. wild • D. reasonable

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• 9) Which of the following would be the best way for Marcia to change the way her mom thinks about technology?

• A. Read her a newspaper article that talks about the importance of technology.

• B. Provide her an instruction manual detailing how the latest cell phone functions.

• C. Take her to the library and show her the top five most popular internet websites.

• D. Spend the weekend playing video games with her.

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• 9) A • In paragraph 1, we learn that Marcia's mom does not like the internet and other forms

of technology because she thinks they are "dangerous and uncontrolled." In order to change the way she thinks about technology, it makes sense to read her a newspaper article that talks about the importance of technology. This is a good idea because it involves a form of communication that is not technological. Also, a newspaper article is typically viewed as a reputable source. Marcia's mom will be most likely to consider the opinion of a newspaper article author. Therefore (A) is correct. (B) is incorrect because an instruction manual will not provide arguments in favor of the idea that a child should be able to use technology. Although it may be a good idea to take Marcia's mom to the library to show her the internet, it is not a good idea to show her the top five most popular websites. The most popular websites may not demonstrate the true value to be gained by using the internet. This means (C) is incorrect. Although it may be a good idea for Marcia to play a video game with her mom to show her what they are like, it is not a good idea to play them all weekend with her. This would be bad because you should not play video games for such a long time. Marcia's mom would not like this. Even Marcia's dad, who is in favor of using technology, would consider this level of game play to be excessive, or immoderate. Choice (D) is incorrect.

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• Reading Comprehension Practice Story.pdf

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• High Difficulty Level Paragraph for Reading Comprehension Practice.pdf

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Reading Comprehension Tips

• Read early in the day: This will allow you to concentrate and retain more information than studying later at night when you may be tired. When tired, your concentration and comprehension will decrease.

• Read for short bursts: Try to read for 35 to 40 minutes at a time and then take a short break. If you have this as your reading goal it can serve as a motivator in trying to really focus on the material at hand. Try to make these “bursts” quality reading time.

(http://www.providence.edu/academic-services/academic-skills/Pages/reading.aspx)

• Find a quiet location: There should not be too many distractions as they are not conducive for quality reading.

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• Check and monitor your comprehension by asking yourself every once in a while, “What have I learned so far?” If you do not have clear cut answer to this question, re-read the material.

• Try skimming the chapter first. Take a look at the title page, preface, subtitles, the introduction and the chapter summary before reading the entire chapter. What I mean is use skimming for preview.

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• Graesser, A.C. (2007). An introduction to Strategic reading comprehension. In D.S. McNamara (Ed.). Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp.6).NY: Lawrence Earlbaum Associates

• Klingner, J.K., Vaughn, S., & Boardman, A. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. New York: Guilford Press

• Learning strategies Database. Retrieved December 16, 2012 from http://www.muskingum.edu/~cal/database/general/reading.html#Background

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References

• Brinton, M. (2010).100 More Little Reading Comprehension Lessons. OH: Lorenz Educational Press. Retrieved December 16, 2012 fromhttp://books.google.com.pk/books?id=g3OL0RkiFvkC&printsec=frontcover&dq=reading+comprehension&hl=en&sa=X&ei=dqnOULSJGsTC0QWB6oGQDw&redir_esc=y

• Chard, D. J., & Santoro, L.E. (2008). What is reading comprehension and why is it important? Southern Methodist University, Dallas, Texas and, University of Oregon, Eugene, Oregon. U.S. Department of Education. Retrieved December 16, 2012 fromhttp://www.maine.gov/education/rf/summerliteracyinstitute/whatisreadingcomprehension.pdf

• Feathers, K.M. (2004). Infotext : Reading and Learning. Ontario. Pippin Publishing Corporation.

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• Moreillon, J. (2007). Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. American Library Association. Retrieved December 16, 2012 from

http://books.google.com.pk/books?id=VXnzdJxLp0YC&printsec=frontcover&dq=reading+comprehension&hl=en&sa=X&ei=dqnOULSJGsTC0QWB6oGQDw&redir_esc=y#v=onepage&q=reading%20comprehension&f=false

• Reading Comprehension. Retrieved December 16, 2012 from http://www.lynchburg.edu/writing-center/reading-comprehension

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• Reading Comprehension Tips and Speed Reading Strategies. (2012). Retrieved December 16, 2012 fromhttp://www.providence.edu/academic-services/academic-skills/Pages/reading.aspx

• Reading Comprehension: English in Context. (2000).CA: Saddleback Educational Publishing. Retrieved December 16, 2012 from http://books.google.com.pk/books?id=g18lzjJn2AAC&printsec=frontcover&dq=reading+comprehension&hl=en&sa=X&ei=dqnOULSJGsTC0QWB6oGQDw&redir_esc=y

• Snow, C. (2002). Reading for Understanding Toward an R&D Program in Reading Comprehension. Science & Technology Policy Institute, RAND. Retrieved December 16, 2012 from http://www.rand.org/content/dam/rand/pubs/monograph_reports/2005/MR1465.pdf

1 Reading Comprehension Part 2 Dr. Sarwet Rasul. 2 Previous Lesson Reading Comprehension What is reading comprehension? The reader and reading Mental.

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