simple or incredibly complex (Bornstein, 2010). Reading is formed by the.
context of different disciplines and social groups which reading happens.
Content are disciplines represent communities of enlighten. Reading to.
learn is formed in very specific ways within each area. Reading is embedded.
within the social interactions and the ways of thinking and knowing within.
all disciplines. Readers purposefully adjust their interactions with texts.
according to different goals and purposes. Strategic comprehenders think.
about what they already know and use their knowledge to make sense of the.
text. Good readers know when they get stuck, and they know what to do about.
it. When meaning gets block, good readers make judgment about whether it.
matters and make decision on the basis of their overall sense of the text.
and their goals in gaining meaning (Chen, 2010).
Students have different comprehension levels, which mean that their.
ability levels to store and retrieve textual information differ. Based on.
the specific learning style, there are several ways readers comprehend: (1).
Students should be able to transfer prior knowledge about subject matter.
When students can connect subject matter to their everyday life, they are.
more likely to understand and retain it. Students experience comprehension.
difficulties because of the differences in cultural knowledge. Different.
cultures practice different values and beliefs and this sometimes can be.
the barrier between what is taught in the classroom and what is fully.
understood. (2) Students can also use context clues to make predictions.
about upcoming words. This helps students to comprehend and construct.
meaning from the text. A large downfall of the struggling reader is that.
they are unsure of what they do not know; therefore, they are ignorant of.
what they are supposed to learn (Edmondson, 2011).
As students matriculate throughout their school career the curriculum.
becomes more complex, stressing comprehension to a greater importance.
