Comprehension skills are analysing skills

12 Jul, 2019 - 00:07 0 Views

The ManicaPost

Morris Mtisi Education Correspondent
COMPREHENSION is the decoding (analysing, interpreting, deciphering) and understanding of spoken or written visual texts. Some say it is reading with understanding. They are also correct . . . very correct.

You will appreciate that Comprehension skills are not only for examinations or the classroom, but are life skills that need to be developed. People first learn how to read and then they read to learn. Isn’t that funny and fascinating?

The following are guidelines to assist you in reading for meaning:

Read through the passage quickly.

This is meant to give you an overview or a general picture of the passage.

Try to visualise what you are reading. This enhances your focus to read for meaning.

Please note:

The title will or may offer a clue to the contents and the intention of the passage.

The author will or may help you to identify the setting (framework of time (era) and place), the style and often the subject.

The opening paragraph (introduction) often creates the atmosphere and the mood.

The conclusion will or often ties up the intention of the author.

Ask yourself the following questions?

Who is the writer? Who are the characters?

What is the main idea of the passage?

Where does it take place (setting)?

When does it happen? (Time, date, era)

What is the writer’s intention? Why did the author sit to write this passage?

How does the writer express himself? What language devices are used? Imagery, figures of speech, metaphors, similes . . . even sound devices like alliteration, assonance, onomatopoeia.

Read through the comprehension questions

When or as you do this, bear in mind the passage.

This will give you ideas, clues leading to the answers in the passage.

Many teachers and students prefer reading the questions before reading the passage. This is also fine. When you begin reading the passage, you will identify possible answers before you begin confirming them and committing them to paper.

Read the passage again

This time you must be aware of what has been asked?

Highlight the main idea in each paragraph. Each paragraph presents a new idea.

The first sentence is often the key sentence (the topic sentence)

Words and expression that might have been difficult or confusing, may now become clearer in the context. I often encourage my students not to panic when they come along new words and expressions. If they study the way these are used the meaning often becomes obvious. Mind you the examiners. I often say, do know that not all the words in the passage are familiar to you. They ask what they mean anyway. Why? They are testing your understanding of the words or expressions, not your knowledge of them. This is significant.

The more familiar you are with the passage, the easier it should become to interpret and understand what you are reading.

IMPORTANT PRACTICAL TIPS:

Each question usually contains a Question Word-underline this.

Each question usually contains a Key Word or Key Idea-underline this.

Try to remember whether you read this fact near the beginning, middle or end of the passage.

Put your eyes into ‘‘search mode’’ . . . search gear) and glance down the centre of the paragraph to find the sentence containing the key word or key idea. Read the whole sentence in order to obtain a complete picture.

Do not copy directly from the text but refer to it in order to avoid careless factual or spelling mistakes. (This applies to particularly to names, places, dates or other relevant information.)

If you asked to supply a synonym (word with same or similar meaning, or an antonym (opposite)

Replace it with the same part of speech . . . eg. a noun with a noun, an adverb with adverb etc.

Take the word the word you have chosen back to the passage . . . precisely to the line. Replace the original word with this synonym and see if it is appropriate. THIS IS SIGNIFICANT.

It is not a secret that some teachers drill how to handle the re-organisation skill question (Summary) thoroughly to make sure their students scoop maximum points in this 20 mark question. They accordingly advise them to start the Comprehension Paper with the Summary. (I am one of them, especially when I am assisting very slow or backward learners, if there is anything like that.) I have ‘‘illegally’’ used this method or strategy successfully and made a few surprise distinction grades with it. Doctors do not always agree on how best to treat certain ailments. But what the patients or clients want are the results, not the procedure followed. Some will use an injection to treat an ailment, others will prescribe oral tablets.

Does that matter . . . if both will cure the ailment? I know this is opening a Pandora’s Box of sorts, but I tell you this method of going straight for the jugular vein first, works. I want to believe there are balanced arguments for and against it and some candidates will in fact find it more favourable than the chronological sequence of answering the questions recommended by so-called examination psychologists.

Share This:

Sponsored Links

We value your opinion! Take a moment to complete our survey

This will close in 20 seconds