“When educating the minds of

our youth, We must not forget

to educate their hearts”

-Dalai Lama
READING
COMPREHENSION
THEN
The Cueing System
Semantic cues (word meanings)
- To determine the meaning of an
unknown word.

Syntactic cues (word order)

- matter in reading English because it is a
positional language. The order or
sequence of the words affects meaning.
 Phonetic/gramaphonic/grapophonic
cues (sound-and-word relationship)
- The study of speech sounds
- How words/letters should sound

Picture cues
- Visualization
- Picture the information in your brain
Structural cues
- Making sense of the actual words
in the sentences.
NOW
Schemata theory (store of past
experiences)
- We are influenced by the knowledge
previously stored in our memory.
- It is a generalized description or
conceptual system for understanding
knowledge, how knowledge is
represented and how it is used.
 chairs
employees books

Computers
OFFICE
papers

Calendar Desk
 barks
Four
paws legs

DOG

Loyal pet
Tail
FOUR LEVELS OF READING
COMPREHENSION
1. Literal level (literal reading)
- this refers to recognition of what is
simply, directly and explicitly the textual
message.

2. Inferential Level (interpretative

reading)
- reading between the lines combining
information with inferred meanings.
3. Critical Level (critical reading)
- wherein the reader raises questions
and evaluates the printed text for its
veracity, style, pattern, etc.

4. Creative Level ( creative reading)

- which the reader sees new
ideas/insights from the textual material.
THE CASE OF
METACOGNITION
The term ‘metacognition’ was coined by
John Flavell (1979, 1987), metacognition
consists of both metacognitive
knowledge and metacognitive
experiences.
- “thinking about thinking” or “learning
how to learn”
- Refers to one’s awareness of and
ability to regulate one’s own thinking.
CHARACTERISTICS OF READING
COMPREHENSION IN
METACOGNITION:
 Self-awareness while reading
 Dynamic and interactive process of constructing
meaning
 Interaction between reader and the context
 Incidence of constructive/creative process not only
during reading but after the reading activity
 The reader make judgements (confirming, testing,
sampling, hypothesizing)
 The reader takes corrective action
 SQ3R (survey, question, read, recite, and review) is
now adopted as an effective reading formula.