Enhancing Reading Comprehension: Skills and Strategies

ITEM 7: Reading Comprehension

Why Develop Reading Skills?

Reading is one of the most important learnings provided by schooling. It is a powerful tool for learning in any discipline. Moreover, acquiring reading and writing skills involves developing higher cognitive abilities such as reflection, critical thinking, and awareness. Those who learn to read efficiently and consistently develop their thinking. Ultimately, reading becomes a landmark for school learning and intellectual growth.

Despite the importance of reading, many people still cannot read or write. There is much illiteracy and functional illiteracy. The latest data on functional illiteracy is alarming. It predicts an increase in people who, despite having learned to read and write, do not know how to use these skills in everyday life.

Causes of Functional Illiteracy

An essential cause of functional illiteracy is the traditional didactic treatment of reading in schools. Although it is a primary objective, teaching reading is confined to the language area in the early school years, focusing on analytical methodology and mechanics.

Reflections on Reading Education

• A limited conception of reading has focused on superficial microskills like discriminating letters, reading word-for-word, and pronouncing words correctly. Instead, readers should develop superior skills: understanding reading goals, reading at an appropriate speed, and comprehending the text at various levels.
• We have been led to believe that good reading involves only books, especially literature, read at a steady rhythm with full comprehension. However, reading notes, advertising, etc., is also important.
• Children begin decoding letters in kindergarten and consolidate the written code during the first years of primary school. It is assumed that by the end of this phase, they read fluently and autonomously. Reading is not re-emphasized after the primary stage.

Reading Processes in School

Typical Teaching Sequence

1. The teacher chooses a reading textbook.
2. A student reads an excerpt aloud while others follow silently.
3. The teacher corrects oralization errors.
4. After reading, the teacher asks questions that students answer individually.
5. Grammar exercises are done based on the text.

Profile of a Good Reader

Good readers perceive and read text competently:

1. They usually read silently but can read aloud if necessary.
2. They avoid typical reading defects like oralization and sub-vocalization.
3. They read quickly and efficiently.
4. They focus on larger text units (sentences, paragraphs) rather than letter-by-letter.

A competent reader adapts their reading to each situation and uses various microskills like skimming, anticipation, and reading between the lines. These are tools to understand the text, used selectively according to the reading goals. The expert reader controls the reading process and chooses appropriate strategies for the text and situation. In contrast, learners tend to have poorer comprehension microskills.