GRE Revised General Test: Reading Comprehension
Reading Comprehension questions are designed to test a wide range of abilities that are required in order to read and understand the kinds of prose commonly encountered in graduate school. Those abilities include: understanding the meaning of individual words and sentences understanding the meaning of paragraphs and larger bodies of text distinguishing between minor and major points summarizing a passage drawing conclusions from the information provided reasoning from incomplete data to infer missing information understanding the structure of a text in terms of how the parts relate to one another identifying the author's assumptions and perspective analyzing a text and reaching conclusions about it identifying strengths and weaknesses of a position developing and considering alternative explanations Each Reading Comprehension question is based on a passage that may range in length from one paragraph to several paragraphs.
Reading Comprehension - Phrasing
Home > Reading Comprehension > Learning about Phrases to Improve Fluency and Comprehension Learning About Phrases to Improve Fluency and Comprehension by Susan Jones, M.Ed. Even though each word we read or speak has its own meaning, we generally don't read, speak or think of each word by itself. We tend to group words together into phrases. Understanding phrases while reading can help fluency and comprehension. You can make reading in phrases easier by lightly underlining (usually with a slight scoop, as if drawing a spoon to hold the phrase) phrases as you read. Aside from practicing reading in phrases and underlining phrases as you read, there are many written exercises that will develop understanding of phrases. Phrase generation This is a very good exercise for learning to think of words and ideas. 1. Write a question on top of a sheet of lined paper, such as one of the following: What are 25 things you would find in a grocery store? What are 25 kinds of furniture? 2. Sorting exercises:
Literary Terms
Poetry Lesson Genre is an important word in the English class. We teach different genres of literature such as poetry, short stories, myths, plays, non-fiction, novels, mysteries, and so on. When we speak about a kind of literature we are really speaking about a genre of literature. So when someone asks you what genre of literature you like, you might answer, poetry, novels, comics, and so on.
Strategies for Developing Reading Skills
Using Reading Strategies Language instructors are often frustrated by the fact that students do not automatically transfer the strategies they use when reading in their native language to reading in a language they are learning. Instead, they seem to think reading means starting at the beginning and going word by word, stopping to look up every unknown vocabulary item, until they reach the end. Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. Strategies that can help students read more quickly and effectively include Instructors can help students learn when and how to use reading strategies in several ways. By modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. Reading to Learn Reading is an essential part of language instruction at every level because it supports learning in multiple ways.
Four Roles of a Literate Person
Students need to be proficient in four interrelated dimensions of language use. Freebody and Luke (1991) identify the roles literate people take on as: code breaker; text participant; text user; and text analyst. Code Breaker 'How do I crack this code?' This involves being able to decode and encode language at an appropriate level of proficiency. It includes recognising and being able to speak and write words and sentences; it incorporates phonics and the use of accurate spelling and grammar. Text Participant 'What does this mean to me?' Students use their knowledge of the world, knowledge of vocabulary and knowledge of how language works, to comprehend and compose texts. Text User 'What do I do with this text?' Students understand how language varies according to context, purpose, audience and content, and are able to apply this knowledge. Text Analyst 'What does this text do to me?' Read More: Four Resources Model of Literacy
Web English Teacher
Improving your reading skills
For a printer-friendly PDF version of this guide, click here Improving your reading skills will reduce unnecessary reading time and enable you to read in a more focused and selective manner. You will also be able to increase your levels of understanding and concentration. This guide shows you how to read with greater efficiency and effectiveness by using a range of different reading skills. Other useful guides: Effective note making, Thought mapping. Reading for study You already use a range of reading styles in everyday situations. To improve your reading skills you need to: have clear reading goals;choose the right texts;use the right reading style;use note taking techniques. Reading goals Clear reading goals can significantly increase your reading efficiency. Reading goals can be: an essay or seminar subject;a report brief;a selected subject area;a series of questions about a specific topic. Use your reading goals to help you identify the information that is relevant to your current task.
Schoolsnet Education Resources: Young Readers Webquest ~Nips XI Quest
Home Nips XI Challenge 2 Read to the end of chapter 15, then think about this: The boys on Lan's team had a variety of reasons for feeling that they didn't 'fit in'. What were Thomas', Izram's Akram's and David's reasons? You can probably think of times when you felt that you didn't 'fit in'. Your challenge is for your team to come up with a list which contains as many reasons as you can think of for why people sometimes feel they don't fit in. Will your team come up with the most reasons! Challenge 4 Some of the characters in this book gained valuable knowledge through the building of Lan's cricket team. Choose any character from the story whom your group thinks gained knowledge which changed their attitude or behaviour. Name one character in the book who learnt nothing. E-mail your team's answer to this challenge to the Nips XI Mailing List - nips@teacher.schools.net.au for others to see. Challenge 5 What's the difference between a review and a summary?
