Essay Comprehension

? What was the main point of the written piece? I think the main point of the article is about how to make your business presentation really stand out and catch people’s eye. ? what did each section deal with? Each section dealt with a different stage or step of how to set up and present yourself and your presentation in a professional way that catches your attention. ? What questions did you ask yourself as you were reading? Does this guy know what he’s talking about? How does this help me?

Where can I go to find more information about this topic? ? How can you change your note taking skills for the future? I can change my note taking skills for the future by using the SQ3R method. By reviewing course material regularly on the weekends I can keep better notes for my final project at the end of the class cycle. ? What would you do to retain this information for later use? I would make a sticky note on my desktop with the information name on it. During times of boredom I often look to this sticky note for interesting things to do.

Try and apply this information in a conversation with someone. by teaching someone else it will help you to set in stone remember the information ? How might the SQ3R method help you improve your reading comprehension and retention skills? The SQ3R method would help improve my reading comprehension and retention skills by helping adjusting your reading technics to a problem you might have while reading. Example you have a hard time understanding something. By slowing your reading speed you can better understand and break down words.

Reading Comprehension Essay

Reading Comprehension
In any interaction with a text, the text is pretty much useless unless the reader can comprehend the meaning of that text. Since narrative, expository, and poetic texts all have different reasons for being written, and different forms of presenting the text, different strategies are needed to comprehend these texts. There are also many reading strategies that can be used for all of these types of text.
In order to describe strategies to help develop activities that facilitate comprehension of narrative, expository, and poetic texts one must first have an understanding of what comprehension means, they then need a better understanding of how the human brain works. “Comprehension is a creative, multifaceted thinking process in which students engage with the text,” Judith Irwin (1991) defines comprehension as a readers process of using prior experiences and the author’s text to construct meaning that’s useful to that reader for a specific purpose.” (Tompkins, 2010,p. 258)
With both of these definitions of comprehension they use the word process in the definition. The use of this word implies that comprehension is not immediate and there is a process that can be used to obtain it. This process, uses both the working memory and the long term memory portion of the brian, and a brief understanding of this process is essiential. There is a limit to what a person can hold in short term memory and the strategies used to teach comprehension must take this into consideration. By using strategies that limit the amount of information that is used in short term memory, the student can process this information and arrive at a better comprehension of what they read. The goal of reading is to put the comprehension of what you learned into your long term memory. “All learning, from rote memorization to deep understanding, can be fully characterized by changes in long-term memory. If there are no changes in long-term memory, nothing has been understood or learned.” (Sweller, 2005)
The competent comprehender is a skilled reader. “Skilled readers are those who actively and automatically construct meaning as they read; they are self-motivated and self-directed; they monitor their own comprehension by questioning, reviewing, revising, and rereading to enhance their overall comprehension.” (Douglas Fisher, 2011) One other skill that is crucial to being a skilled reader and comprehending text is the fluency with which a student reads.
Teaching fluency skills is a very important aspect of helping a student comprehend what they are reading. If a student is using all of the short term memory decoding words and sentence stucture, there is very little left to work on the process for gaining meaning from the text. The most common strategies used to improve fluency are; adding vocabulary to the students long-term memory, activating background knowledge (schema), modeling, and having the student read.
So what are other strategies that can be...

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