PREPARED BY : AMALINA AFIQAH BT MD SUHAIMI PISMP PK3 INTAKE JAN 2010

1. Determine the meaning of words and phrases.

For example :
using the context of a passage to determine the meaning of words with multiple meanings, unfamiliar and uncommon words and phrases, figurative expressions.

2. Understand the main idea and supporting details in written material.

For example :
identifying explicit and implicit main ideas recognizing ideas that support, illustrate, or elaborate the main idea of a passage

3. Identify a writer's purpose, point of view, and intended meaning.

For example :
recognizing a writer's expressed or implied purpose for writing evaluating the appropriateness of written material for various purposes or audiences recognizing the likely effect of a writer's choice of words on an audience using the content, word choice, and phrasing of a passage to determine a writer's opinion or point of view

4. Analyze the relationship among ideas in written material.

For example :
identifying the sequence of events or steps identifying cause-effect relationships comparing and contrasting ideas identifying solutions to problems drawing conclusions inductively and deductively from information stated or implied in a passage

5. Use critical reasoning skills to evaluate written material.

For example :

evaluating the stated or implied assumptions on which the validity of a writer's argument depends judging the relevance or importance of facts, examples, or graphic data to a writer's argument evaluating the logic or persuasiveness of a writer's argument evaluating the validity of analogies distinguishing between fact and opinion distinguishing between fact and opinion material

6. Apply study skills to reading assignments.

For example :
organizing and summarizing information for study purposes following written instructions or directions interpreting information presented in charts, graphs, or tables

Learning Disability - Understanding Learning Disability in Reading Comprehension:

A learning disability in reading comprehension affects the learner's ability to understand the meaning of words and passages. Students with learning disability in reading comprehension may also struggle with basic reading skills such as decoding words, but comprehension is the greater weakness. Some students with a learning disability in reading comprehension can read aloud with little or no difficulty pronouncing words, but they do not understand or remember what they've read. Reading aloud, their words and phrases are often read with no feeling, no change in tone, no logical phrasing, and no rhythm or pace.

 Learning disabilities in basic reading also affect the ability to read words in isolation and in passages. Students with learning disabilities in basic reading have difficulty understanding the relationship between letters and sounds. Confusion with common letter clusters such as th, sh, ing, str, and ight is common in learning disabilities of basic reading skills. Learning disabilities in basic reading likely involve difficulty with language processing and visual reasoning centers of the brain. They are believed to be caused by inherited conditions or developmental differences in the brain and environmental factors. They are not due solely to vision problems, difficulty with hearing or speech and language disabilities, or lack of instruction.

Comprehension skills Individuals typically shift their attention to reading comprehension once they have established appropriate mechanical skills (decoding). Comprehension skills, like mechanical skills, usually build progressively from fundamental to more sophisticated levels. Therefore, it has traditionally been helpful for individuals to learn to read for factual information before they begin to compare and evaluate the information they read. It will normally be easier for an individual to learn to read and comprehend material at these two levels before learning analysis and synthesis. Reading for factual information requires that the sequence of events and the details of a story be followed so that, for example, it is possible to read a murder mystery and solve the story's dilemma or to understand how it was resolved.

 Learning to compare and evaluate information from different sources requires the reader to be able to derive the main ideas from a text and isolate its organizing idea or thesis. This fundamental level of critical reading allows the reader to apply evaluative techniques like comparing and contrasting what was read in order to solve and verify statements. The more advanced critical reading skills of analysis and synthesis allow the reader to draw salient conclusions and to make reasonable inferences from the information contained in the text. In addition, these skills allow the reader to engage the text with greater sophistication and to evaluate materials for relevance, consistency, and bias.

Reading: A Problem for Many Persons with Learning Disabilities For the person with learning disabilities, the process of learning to read can break down with reading mechanics or comprehension, and at any of the specific skill levels. It is also important to note that children with learning disabilities do not always acquire skills in the normal developmental sequence. If an individual does not develop adequate phonemic awareness during the pre-reading period, effective decoding may not be possible, which influences the development of fluent reading and comprehension skills. Also, children with learning disabilities often come to the reading task with oral language comprehension problems. When assessing and planning for instruction, consideration of these oral language comprehension problems may facilitate acquisition of reading comprehension.

 Reading comprehension support. Persons with learning disabilities who need work on reading comprehension often respond to explicitly taught strategies which aid comprehension such as skimming, scanning and studying techniques. These techniques aid in acquiring the gist, and then focus is turned to the details of the text through use of the cloze procedures. The cloze procedure builds upon a student's impulse to fill in missing elements and is based upon the Gestalt principle of closure. With this method, every fifth to eighth word in a passage is randomly eliminated. The student is then required to fill in the missing words. This technique develops reading skills and an understanding not only of word meaning but also of the structure of the language itself.

CINDERELLA
Once upon a time there lived a young pretty girl. Her mother was dead and her father had married a widow with two daughters. Her stepmother didn't like her and scolded her always. She only loved and cared for her own daughters. For this reason Cinderella always lived unhappily.

 Her step mother never gave her good clothes to wear, good food to eat and any time for rest. Her life was very miserable. She worked hard all day. Only in the evening she was allowed to sit near the cinders, for a while. That s why everybody called her Cinderella.

 One fine morning, an announcement was made in the town. It was about the ball dance to be held in the palace. The step mother and her daughters became very excited for the ball dance. They purchased new gowns, new shoes and new jewelries for the function. When Cinderella heard about it she also wanted to go there but she didn t have the guts to ask her stepmother.

 She went back to her room and started crying on her destiny. She was missing her mother very much when suddenly a fairy appeared in front of her. Don't worry Cinderella, said the fairy. I know you want to go to the ball dance. And so you shall... But how can I, asked Cinderella. The fairy smiled. With a flick of her magic stick Cinderella found herself wearing the most beautiful dress she had ever seen with lovely shoes and jewelries. The fairy also brought a sparkling coach for Cinderella to reach the palace. Cinderella could hardly believe her eyes. She was very happy. Cinderella thanked the fairy and went towards the palace.

 When she entered the palace she was very surprised to see it so beautifully decorated. She met people around, danced and enjoyed a lot at the ball. Soon the prince and the king entered the hall. Everyone stopped dancing. They wanted to meet the prince, but... but the prince was finding someone else in the huge crowd. He was finding his princess of dreams. He saw Cinderella standing far off near the stairs; the prince went towards Cinderella and offered her to dance with him. Both of then danced together for a long time. It seemed as if the prince was in love with Cinderella.

 Now it was half night, Cinderella had to return back home before her stepmother and sisters returned. She remembered what the fairy had said, and without a word of goodbye she slipped from the Prince s arms and ran down the steps. As she ran she lost one of her shoes, but not for a moment did she dream of stopping to pick it up!

 The Prince who was now madly in love with her picked up the shoes and asked his ministers to go and search for the girl. I will never be content until I find her! So the ministers tried the slipper on the foot of every girl in the town but were not successful. When they reached Cinderella s home, her sisters too tried to wear the shoes but unluckily they failed. The shoes didn t fit anyone of them.

 Cinderella was standing nearby, the ministers asked her to try the shoe as well. Her sisters laughed at this. When Cinderella wore the shoe it fitted perfectly. Everyone was surprised to see that. The prince also reached there, he was happy to find her dream girl. He took Cinderella to his palace and soon they got married. Cinderella begins a happy life with the prince ..

references
http://www.aepa.nesinc.com/PDFs/AZ_Fields 96_98_StudyGuide.pdf http://learningdisabilities.about.com/od/learn ingdisabilitybasics/p/ldbscreading.htm