Reading Comprehension Flashcards
Reading Comprehension 2nd Examination
1
Q
To look closely at something in order to show likenesses
A
Comparing
2
Q
To examine
A
Comparing
3
Q
To judge
A
Comparing
4
Q
To estimate
A
Comparing
5
Q
To measure
A
Comparing
6
Q
To examine two or more things
A
Contrasting
7
Q
To examine two or more things on how they are strikingly different from something else
A
Contrasting
8
Q
In juxtaposition or close association
A
Contrasting
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
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
11
Q
Similarly
A
Word signals for Comparing
12
Q
Likewise
A
Word signals for Comparing
13
Q
Also
A
Word signals for Comparing
14
Q
Both
A
Word signals for Comparing
15
Q
and
A
Word signals for Comparing
16
Q
not only… but also
A
Word signals for Comparing
17
Q
Neither…nor…
A
Word signals for Comparing
18
Q
just like
A
Word signals for Comparing
19
Q
Similar to
A
Word signals for Comparing
20
Q
To be similar (to)
A
Word signals for Comparing
21
Q
To be the same as
A
Word signals for Comparing
22
Q
- to be alike
- to compare (to/with)
- is similar to
- both
- as well
- also
- for
A
Comparing Word Signals
23
Q
- In the same way
- and also
- in addition
- just as
- so
- like
- too
- the same
A
Comparing Word Signals
24
Q
However
A
Word Signals for Contrasting
25
in contrast
Word Signals for Contrasting
26
on the other hand
Word Signals for Contrasting
27
while
Word Signals for Contrasting
28
yet
Word Signals for Contrasting
29
Whereas
Word Signals for Contrasting
30
but
Word Signals for Contrasting
31
to differ from
Word Signals for Contrasting
32
to be different (from)
Word Signals for Contrasting
33
to be dissimilar to
Word Signals for Contrasting
34
to be unlike
Word Signals for Contrasting
35
unlike
Word Signals for Contrasting
36
conversely
Word Signals for Contrasting
37
different from
Word Signals for Contrasting
38
as opposed to
Word Signals for Contrasting
39
in contrast with
Word Signals for Contrasting
40
Patters in Comparison. Enumerate:
- Block Pattern
- Alternating Pattern
41
Works best with short papers or ones that include only a few points of comparison
Block pattern
42
The reader can easily remember all the points in the first block while reading the second
Block Pattern
43
a. Introduction of items A&B
b. Specific Points about item A
c. Specific Points about item B
d. Conclusion
Block Pattern
44
Presents a point about one item then follows immediately with a corresponding point about the other
Alternating Pattern
45
Also called Point by Point Comparison
Alternating Pattern
46
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
Alternating Pattern
47
The reason why something happens
Cause
48
Could be a person, thing or situation that happens or exists in such a way that some specific thing happens as a result.
Cause
49
Are events or conditions that produced change
Cause
50
The reason that brought up the consequences
Cause
51
Defined as the reason, motive, purpose.
Cause
52
Justification for an event or a situation
Cause
53
A change that is a result or consequence of an action or other cause
Effect
54
Something that inevitably follows an antecedent
Effect
55
The results of the causes
Effect
56
The consequence of something, action or event
Effect
57
the aftermath after the cause happened
Effect
58
a relationship between events or things
Cause and Effect Relationship
59
Where one is the result of the other or others
Cause and Effect Relationship
60
A combination of action and reaction
Cause and Effect Relationship
61
In reading, studying the cause and effect of things can help a reader better understand what is written
Cause - Effect as a Skill
62
With this skill, the reader will be guided with the sequential events in the text and leads to deeper comprehension
Cause - Effect as a Skill
63
- the result is...
- therefore this results in... nevertheless
- as a result... accordingly
Signal Words for Cause-Effect relationship
64
- Precipitating... if
- Initiating... then
- triggering...thus
Signal Words for Cause-Effect relationship
65
- The effect of this is ... since
- as a consequence
- because
- consequently
Signal Words for Cause-Effect relationship
66
- inevitably
- this, in turn, causes
- this leads to
Signal Words for Cause-Effect relationship
67
1. Introduction: Identifies cause.
2. Body
a. Effect Number 1
b. Effect Number 2
c. Effect Number 3
3. Conclusion
Pattern A - Patterns for Cause-Effect Relationship
68
1. Introduction: Identifies effect.
2. Body
a. Cause Number 1
b. Cause Number 2
c. Cause Number 3
3. Conclusion
Pattern B - Patterns for Cause-Effect Relationship
69
1. Introduction: Identifies cause.
2. Body
a. Cause
b. Effect
c. Cause
d. Effect
3. Conclusion
Pattern C - Patterns for Cause-Effect Relationship
70
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
Pattern D - Patterns for Cause-Effect Relationship
71
________ tells us to get the similarities while contrast tells us to get the differences.
Comparison
72
Comparison tells us to get the similarities while _______ tells us to get the differences.
contrast
73
________ is the reason something happened while effect is the result of what happened.
Cause
74
Cause is the reason something happened while _______ is the result of what happened.
effect
75
Before reading the actual chapter, read the Introduction and Summary (if given)
Survey
76
Found in capitalization, italicization, quotation marks and even parentheses.
Punctuation or Font Clues
77
Example:
The ancient clock only rang once in a millennium (a thousand years).
Terri retained - kept - the keys to the old mansion
Punctuation or Font Clues
78
Use:
can also help you classify ideas, structure writing projects, help in problem-solving, decision-making, studying, planning research, brainstorming and communicating more effectively.
Graphic organizer
78
Dividing texts in chunks to aid in reading comprehension
Chunking (Break Apart)
79
An important reading comprehension strategy
Sequencing
80
Words or phrases that help carry a thought from one sentence to another, from one idea to another, or from one paragraph to another
Transitional Devices
81
Used to show the main character's timeline run alongside a timeline depicting concurrent historical events
Parallel Timeline
82
Use:
of great help in terms of arranging your thoughts more efficiently
Graphic organizer
83
Great for sequencing the events in both fiction and nonfiction
Timelines
84
Particularly useful in representing nonlinear narratives
Story Sequence Chart
85
Helps you to see each of the events in the story in the order that they occurred
Story Sequence Chart
86
2. Selecting thinking strategies deliberately
Basic Metacognitive Aids / Strategies
87
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,
Punctuation or Font Clues
87
Ordering vents in accordance with the time sequence in which they occurred
Chronological order
88
Allows students to make sense of how events unfold in their reading
Sequencing
88
Planning, monitoring, and evaluating thinking process.
Basic Metacognitive Aids / Strategies
89
May be put onto a map to illustrate distance, place and dates of events
Map timeline
90
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)
Read
91
Where the events of a story are visually represented by a set of stair-steps arranged chronologically
Story Sequence Chart
92
Use the topic and heading information you gathered in teh survey step to create questions to be answered.
Question
92
______ are most beneficial when they are general, covering main topics and important points.
Questions
93
The main point of this step is to think about the material and take notice of what is important
Respond
93
Look for answers to your questions, key concepts and supporting details
Read
94
Study chars, graphs, tables, and pictures
Read
95
Look for answers to your questions, key concepts and supporting details
Read
96
After each section, think about the material you have just read and answer the questions you have asked.
Respond
97
Go back and underline key concepts and take notes
Record
98
Do this after each section
Record
98
This may be frustrating at first, but it will lead to better understanding and save you review time in the long run
Recite
99
Put the material in you own words; go back and re-read until you feel comfortable with it.
Recite
100
Talk about the material with a classmate if possible
Review
100
Try to identify overall themes and relationships between concepts.
Review
101
After completing the entire chapter, scan back over the reading and review the information aloud or in your head.
Review
102
Strategy refers to a way of doing things to achieve the desired result
Reading comprehension Strategies
103
Includes monitoring, metacognitive, read-aloud, chunking and using context clues
Reading Comprehension Strategies
104
Help you achieve better comprehension
Reading Comprehension Strategies
105
Refer to your own awareness about your own thinking or learning
Metacognitive Strategies
106
Example:
After a time, glaciers or slowly moving rivers of ice, formed over many parts of the Earth.
Synonym or Restatement Clues
106
Include strategies before, during and after reading
Metacognitive Strategies
106
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
Synonym or Restatement Clues
107
Include phrases like "which means" or "that is" or "in other words"
Synonym or Restatement Clues
107
Dictionary should just be the last option.
Synonym or restatement clues
107
Words around a difficult word that mean the same or nearly the same as the word
Synonym or Restatement Clues
108
Words around a difficult word that means the opposite or nearly the opposite as the word
Antonym or Contrast Clues
109
Give us hints to the meaning of words by telling us what they're not
Antonym or Contrast Clues
110
The word "but" is included in the sentence to tell us that an opposite thought is about to be presented.
Antonym or Contrast Clues
111
Are a little subtler
General or Inference Clues
112
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.
General or Inference Clues
113
Sometimes, the mood that the author has set for us helps us guess at a word's meaning.
Tone or Mood Clues
114
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.
General or Inference Clues
115
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.
Tone or Mood Clues
116
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.
Tone or Mood Clues
117
1. Connecting new information existing knowledge
Basic Metacognitive Aids / Strategies
117
Refers to a reading strategy used in looking
Chunking (Break Apart)
117
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.
Chunking (Break Apart)
118
Breaking up reading material into manageable sections
Chunking (Break Apart)
119
Before reading a "chunk", students are given a statement of purpose, which guides them to look for something specific in the text.
Chunking (Break Apart)
120
This process is repeated until students complete the passage
Chunking (Break Apart)
121
B. Students may be exposed to literature beyond their reading ability
Reading Aloud
122
C. Aural exposure to more complex patterns prepares listeners to predict these structures in future experiences,
Reading Aloud
123
Or connecting adverbs (e.g. however, then, therefore)
Connectives
124
Words or phrases that link clauses or sentences
Connectives
125
Sometimes interrupted by some flashbacks in the middle of the sequence
Chronological Order
126
Link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas
Transitional Devices
127
Beginning - Once upon a time / once there was, in the beginning, first of all
Sample Signal Words
128
Middle - Meanwhile, after that, suddenly
Sample signal words
129
End - in the end, finally, afterall
Sample signal words
130
Shows the relationships between terms, facts, and ideas within a learning task
Graphic organizer
131
Sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers or concept diagrams
Graphic organizer
131
Read the material section by section
Read
131
These can serve to present new information as well as tie together concepts from the reading
Read
132
Next, look away from the material and try to recite the key information and ideas
Recite
133
Make any necessary revisions of your notes or markings so they can be easily understood later
Review
134
Example:
Lazy hands make a man destitute, but diligent hands make him affluent
Antonym or Contrast Clues
135
Example:
When the children at the birthday party saw the cake, the balloons, and the clown, they were ecstatic.
Tone or Mood Clues
136
A. Reluctant readers might be "turned on" to reading
Reading Aloud
137
E. Vocabulary is increased
Reading Aloud
137
Listening comprehension is developed
Reading Aloud
138
Can be conjunctions (ex. but, when, because)
Connectives
139
A visual and graphic display
Graphic Organizer
140
Most commonly used form of graphic organizer for displaying events in chronological order
Timelines
141
o Before reading the actual chapter, read the introduction and summary (if given)
- Survey
141
o Skim through the chapter paying attention to topic headings, bold-faced words, pictures, charts and graphs.
- Survey
142
Set a purpose for your reading by developing questions about the material.
Question
142
o These can give you an idea of the general structure and content before you begin reading.
- Survey
143
Begin asking yourself who, what, where, when, why and how questions
Questions
144
This can be done at the same time as the reading step since often, the response is automatic.
Respond
145
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
Record
146
However, once they learn the _________ strategies that efficient learners use, students with learning disabilities can apply them in any situations
metacognitive
147
_______ _______ (adverbial phrases and clauses) maintain the cohesion of a text in several basic ways
Connecting adverbs
148
149
150
151
152
153
