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COLLEGE > Reading Comprehension > Flashcards

Reading Comprehension Flashcards

Reading Comprehension 2nd Examination

1
Q

To look closely at something in order to show likenesses

A

Comparing

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2
Q

To examine

A

Comparing

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3
Q

To judge

A

Comparing

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4
Q

To estimate

A

Comparing

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5
Q

To measure

A

Comparing

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6
Q

To examine two or more things

A

Contrasting

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7
Q

To examine two or more things on how they are strikingly different from something else

A

Contrasting

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8
Q

In juxtaposition or close association

A

Contrasting

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9
Q

“Everyone makes comparisons, not just once in a while, but day after day. hen we compare, we examine two or more items for likeness, differences or both.”

A

Compare and Contrast as a Skill

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10
Q

“This skill often helps us choose between alternatives. Moreover, it also influences our more important decisions. It can also acquaint us with unfamiliar things.”

A

Compare and Contrast as a skill

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11
Q

Similarly

A

Word signals for Comparing

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12
Q

Likewise

A

Word signals for Comparing

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13
Q

Also

A

Word signals for Comparing

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14
Q

Both

A

Word signals for Comparing

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15
Q

and

A

Word signals for Comparing

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16
Q

not only… but also

A

Word signals for Comparing

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17
Q

Neither…nor…

A

Word signals for Comparing

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18
Q

just like

A

Word signals for Comparing

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19
Q

Similar to

A

Word signals for Comparing

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20
Q

To be similar (to)

A

Word signals for Comparing

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21
Q

To be the same as

A

Word signals for Comparing

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22
Q
  • to be alike
  • to compare (to/with)
  • is similar to
  • both
  • as well
  • also
  • for
A

Comparing Word Signals

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23
Q
  • In the same way
  • and also
  • in addition
  • just as
  • so
  • like
  • too
  • the same
A

Comparing Word Signals

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24
Q

However

A

Word Signals for Contrasting

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25
Q

in contrast

A

Word Signals for Contrasting

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26
Q

on the other hand

A

Word Signals for Contrasting

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27
Q

while

A

Word Signals for Contrasting

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28
Q

yet

A

Word Signals for Contrasting

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29
Q

Whereas

A

Word Signals for Contrasting

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30
Q

but

A

Word Signals for Contrasting

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31
Q

to differ from

A

Word Signals for Contrasting

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32
Q

to be different (from)

A

Word Signals for Contrasting

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33
Q

to be dissimilar to

A

Word Signals for Contrasting

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34
Q

to be unlike

A

Word Signals for Contrasting

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35
Q

unlike

A

Word Signals for Contrasting

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36
Q

conversely

A

Word Signals for Contrasting

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37
Q

different from

A

Word Signals for Contrasting

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38
Q

as opposed to

A

Word Signals for Contrasting

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39
Q

in contrast with

A

Word Signals for Contrasting

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40
Q

Patters in Comparison. Enumerate:

A
  • Block Pattern
  • Alternating Pattern
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41
Q

Works best with short papers or ones that include only a few points of comparison

A

Block pattern

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42
Q

The reader can easily remember all the points in the first block while reading the second

A

Block Pattern

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43
Q

a. Introduction of items A&B
b. Specific Points about item A
c. Specific Points about item B
d. Conclusion

A

Block Pattern

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44
Q

Presents a point about one item then follows immediately with a corresponding point about the other

A

Alternating Pattern

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45
Q

Also called Point by Point Comparison

A

Alternating Pattern

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46
Q

a. Introduction of A&B
b. Specific Points of A and B
c. Specific Points of A and B
d. Specific Points of A and B
e. Conclusion

A

Alternating Pattern

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47
Q

The reason why something happens

A

Cause

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48
Q

Could be a person, thing or situation that happens or exists in such a way that some specific thing happens as a result.

A

Cause

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49
Q

Are events or conditions that produced change

A

Cause

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50
Q

The reason that brought up the consequences

A

Cause

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51
Q

Defined as the reason, motive, purpose.

A

Cause

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52
Q

Justification for an event or a situation

A

Cause

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53
Q

A change that is a result or consequence of an action or other cause

A

Effect

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54
Q

Something that inevitably follows an antecedent

A

Effect

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55
Q

The results of the causes

A

Effect

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56
Q

The consequence of something, action or event

A

Effect

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57
Q

the aftermath after the cause happened

A

Effect

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58
Q

a relationship between events or things

A

Cause and Effect Relationship

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59
Q

Where one is the result of the other or others

A

Cause and Effect Relationship

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60
Q

A combination of action and reaction

A

Cause and Effect Relationship

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61
Q

In reading, studying the cause and effect of things can help a reader better understand what is written

A

Cause - Effect as a Skill

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62
Q

With this skill, the reader will be guided with the sequential events in the text and leads to deeper comprehension

A

Cause - Effect as a Skill

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63
Q
  • the result is…
  • therefore this results in… nevertheless
  • as a result… accordingly
A

Signal Words for Cause-Effect relationship

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64
Q
  • Precipitating… if
  • Initiating… then
  • triggering…thus
A

Signal Words for Cause-Effect relationship

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65
Q
  • The effect of this is … since
  • as a consequence
  • because
  • consequently
A

Signal Words for Cause-Effect relationship

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66
Q
  • inevitably
  • this, in turn, causes
  • this leads to
A

Signal Words for Cause-Effect relationship

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67
Q
  1. Introduction: Identifies cause.
  2. Body
    a. Effect Number 1
    b. Effect Number 2
    c. Effect Number 3
  3. Conclusion
A

Pattern A - Patterns for Cause-Effect Relationship

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68
Q
  1. Introduction: Identifies effect.
  2. Body
    a. Cause Number 1
    b. Cause Number 2
    c. Cause Number 3
  3. Conclusion
A

Pattern B - Patterns for Cause-Effect Relationship

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69
Q
  1. Introduction: Identifies cause.
  2. Body
    a. Cause
    b. Effect
    c. Cause
    d. Effect
  3. Conclusion
A

Pattern C - Patterns for Cause-Effect Relationship

70
Q
  1. Introduction: Identifies cause.
  2. Body
    a. Cause Number 1
    b. Cause Number 2
    c. Cause Number 3
    d. Effect Number 1
    e. Effect Number 2
    f. Effect Number 3
  3. Conclusion
A

Pattern D - Patterns for Cause-Effect Relationship

71
Q

________ tells us to get the similarities while contrast tells us to get the differences.

A

Comparison

72
Q

Comparison tells us to get the similarities while _______ tells us to get the differences.

A

contrast

73
Q

________ is the reason something happened while effect is the result of what happened.

A

Cause

74
Q

Cause is the reason something happened while _______ is the result of what happened.

A

effect

75
Q

Before reading the actual chapter, read the Introduction and Summary (if given)

A

Survey

76
Q

Found in capitalization, italicization, quotation marks and even parentheses.

A

Punctuation or Font Clues

77
Q

Example:
The ancient clock only rang once in a millennium (a thousand years).
Terri retained - kept - the keys to the old mansion

A

Punctuation or Font Clues

78
Q

Use:
can also help you classify ideas, structure writing projects, help in problem-solving, decision-making, studying, planning research, brainstorming and communicating more effectively.

A

Graphic organizer

78
Q

Dividing texts in chunks to aid in reading comprehension

A

Chunking (Break Apart)

79
Q

An important reading comprehension strategy

A

Sequencing

80
Q

Words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another

A

Transitional Devices

81
Q

Used to show the main character’s timeline run alongside a timeline depicting concurrent historical events

A

Parallel Timeline

82
Q

Use:
of great help in terms of arranging your thoughts more efficiently

A

Graphic organizer

83
Q

Great for sequencing the events in both fiction and nonfiction

A

Timelines

84
Q

Particularly useful in representing nonlinear narratives

A

Story Sequence Chart

85
Q

Helps you to see each of the events in the story in the order that they occurred

A

Story Sequence Chart

86
Q
  1. Selecting thinking strategies deliberately
A

Basic Metacognitive Aids / Strategies

87
Q

Tell the reader that the word could be a name, a book title or even that, in the case of parentheses, the word is being defined for us,

A

Punctuation or Font Clues

87
Q

Ordering vents in accordance with the time sequence in which they occurred

A

Chronological order

88
Q

Allows students to make sense of how events unfold in their reading

A

Sequencing

88
Q

Planning, monitoring, and evaluating thinking process.

A

Basic Metacognitive Aids / Strategies

89
Q

May be put onto a map to illustrate distance, place and dates of events

A

Map timeline

90
Q

Break the material into sections that will take about 20 minutes to read (often, the chapter is already broken into sections which will work just fine)

A

Read

91
Q

Where the events of a story are visually represented by a set of stair-steps arranged chronologically

A

Story Sequence Chart

92
Q

Use the topic and heading information you gathered in teh survey step to create questions to be answered.

A

Question

92
Q

______ are most beneficial when they are general, covering main topics and important points.

A

Questions

93
Q

The main point of this step is to think about the material and take notice of what is important

A

Respond

93
Q

Look for answers to your questions, key concepts and supporting details

A

Read

94
Q

Study chars, graphs, tables, and pictures

A

Read

95
Q

Look for answers to your questions, key concepts and supporting details

A

Read

96
Q

After each section, think about the material you have just read and answer the questions you have asked.

A

Respond

97
Q

Go back and underline key concepts and take notes

A

Record

98
Q

Do this after each section

A

Record

98
Q

This may be frustrating at first, but it will lead to better understanding and save you review time in the long run

A

Recite

99
Q

Put the material in you own words; go back and re-read until you feel comfortable with it.

A

Recite

100
Q

Talk about the material with a classmate if possible

A

Review

100
Q

Try to identify overall themes and relationships between concepts.

A

Review

101
Q

After completing the entire chapter, scan back over the reading and review the information aloud or in your head.

A

Review

102
Q

Strategy refers to a way of doing things to achieve the desired result

A

Reading comprehension Strategies

103
Q

Includes monitoring, metacognitive, read-aloud, chunking and using context clues

A

Reading Comprehension Strategies

104
Q

Help you achieve better comprehension

A

Reading Comprehension Strategies

105
Q

Refer to your own awareness about your own thinking or learning

A

Metacognitive Strategies

106
Q

Example:
After a time, glaciers or slowly moving rivers of ice, formed over many parts of the Earth.

A

Synonym or Restatement Clues

106
Q

Include strategies before, during and after reading

A

Metacognitive Strategies

106
Q

Example
The percepts of the Lord are right, giving joy to the heart. The commands of the Lord are radiant, giving light to the eyes

A

Synonym or Restatement Clues

107
Q

Include phrases like “which means” or “that is” or “in other words”

A

Synonym or Restatement Clues

107
Q

Dictionary should just be the last option.

A

Synonym or restatement clues

107
Q

Words around a difficult word that mean the same or nearly the same as the word

A

Synonym or Restatement Clues

108
Q

Words around a difficult word that means the opposite or nearly the opposite as the word

A

Antonym or Contrast Clues

109
Q

Give us hints to the meaning of words by telling us what they’re not

A

Antonym or Contrast Clues

110
Q

The word “but” is included in the sentence to tell us that an opposite thought is about to be presented.

A

Antonym or Contrast Clues

111
Q

Are a little subtler

A

General or Inference Clues

112
Q

Usually require readers to look beyond the sentence they; reading for understanding, sometimes even at the entire passage, the topic of the piece or the illustrations.

A

General or Inference Clues

113
Q

Sometimes, the mood that the author has set for us helps us guess at a word’s meaning.

A

Tone or Mood Clues

114
Q

Example:
When you read Proverbs 8:21, says “At the head of the noisy streets she calls out; at the entrance of the city gates, she speaks.

A

General or Inference Clues

115
Q

If the setting is a ghost story, for instance, and the protagonist is “brooding”, we can be pretty sure it doesn’t mean he’s happy.

A

Tone or Mood Clues

116
Q

Asking yourself how you would feel in the setting of the story is one way to clue yourself into the meaning of a new word.

A

Tone or Mood Clues

117
Q
  1. Connecting new information existing knowledge
A

Basic Metacognitive Aids / Strategies

117
Q

Refers to a reading strategy used in looking

A

Chunking (Break Apart)

117
Q

Prevents word-by-word reading, which can cause a lack of comprehension since students forget the beginning of a sentence before they get to the end.

A

Chunking (Break Apart)

118
Q

Breaking up reading material into manageable sections

A

Chunking (Break Apart)

119
Q

Before reading a “chunk”, students are given a statement of purpose, which guides them to look for something specific in the text.

A

Chunking (Break Apart)

120
Q

This process is repeated until students complete the passage

A

Chunking (Break Apart)

121
Q

B. Students may be exposed to literature beyond their reading ability

A

Reading Aloud

122
Q

C. Aural exposure to more complex patterns prepares listeners to predict these structures in future experiences,

A

Reading Aloud

123
Q

Or connecting adverbs (e.g. however, then, therefore)

A

Connectives

124
Q

Words or phrases that link clauses or sentences

A

Connectives

125
Q

Sometimes interrupted by some flashbacks in the middle of the sequence

A

Chronological Order

126
Q

Link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas

A

Transitional Devices

127
Q

Beginning - Once upon a time / once there was, in the beginning, first of all

A

Sample Signal Words

128
Q

Middle - Meanwhile, after that, suddenly

A

Sample signal words

129
Q

End - in the end, finally, afterall

A

Sample signal words

130
Q

Shows the relationships between terms, facts, and ideas within a learning task

A

Graphic organizer

131
Q

Sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers or concept diagrams

A

Graphic organizer

131
Q

Read the material section by section

A

Read

131
Q

These can serve to present new information as well as tie together concepts from the reading

A

Read

132
Q

Next, look away from the material and try to recite the key information and ideas

A

Recite

133
Q

Make any necessary revisions of your notes or markings so they can be easily understood later

A

Review

134
Q

Example:
Lazy hands make a man destitute, but diligent hands make him affluent

A

Antonym or Contrast Clues

135
Q

Example:
When the children at the birthday party saw the cake, the balloons, and the clown, they were ecstatic.

A

Tone or Mood Clues

136
Q

A. Reluctant readers might be “turned on” to reading

A

Reading Aloud

137
Q

E. Vocabulary is increased

A

Reading Aloud

137
Q

Listening comprehension is developed

A

Reading Aloud

138
Q

Can be conjunctions (ex. but, when, because)

A

Connectives

139
Q

A visual and graphic display

A

Graphic Organizer

140
Q

Most commonly used form of graphic organizer for displaying events in chronological order

A

Timelines

141
Q

o Before reading the actual chapter, read the introduction and summary (if given)

A
  • Survey
141
Q

o Skim through the chapter paying attention to topic headings, bold-faced words, pictures, charts and graphs.

A
  • Survey
142
Q

Set a purpose for your reading by developing questions about the material.

A

Question

142
Q

o These can give you an idea of the general structure and content before you begin reading.

A
  • Survey
143
Q

Begin asking yourself who, what, where, when, why and how questions

A

Questions

144
Q

This can be done at the same time as the reading step since often, the response is automatic.

A

Respond

145
Q

This can be done on a separate sheet of paper, on note cards, in the margins of the textbook or any way that works well for you

A

Record

146
Q

However, once they learn the _________ strategies that efficient learners use, students with learning disabilities can apply them in any situations

A

metacognitive

147
Q

_______ _______ (adverbial phrases and clauses) maintain the cohesion of a text in several basic ways

A

Connecting adverbs

148
Q
A
149
Q
A
150
Q
A
151
Q
A
152
Q
A
153
Q
A

COLLEGE (8 decks)

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