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Research in

Developmental

Reading

Submitted by: Jomar Chris Anthony B. Soria

BSEd/3-B
Submitted to: Dr. Helen G. Trinidad
Date Submitted: December 16, 2016
 Table of Contents

I. Synonyms and Antonyms

II. Classifying Ideas

III. Hypernymy and Hyponymy

IV. Noting Details

V. Getting the Main Ideas

VI. Identifying the Supporting Ideas

VII. Identifying the Irrelevant Sentences

VIII. Sequencing of Events

IX. Predicting Outcomes

X. Drawing Conclusions / Inferences

XI. Context Clues

 Synonyms & Antonyms
Synonyms - are words that have the same or nearly the same meaning. Note that a
synonym may share an identical meaning with another word, but the two words are not
necessarily interchangeable.
Examples:
 Polite – courteous
 Huge – gigantic
 Intelligent – clever
 Annihilation – destruction
 Vacant – empty
 Loyal – faithful
 Colleague – companion
 Benefit – profit
 Risky – dangerous
 Deterioration – pollution
 Poor – bankrupt
 Organization – institution
 Sleepy – drowsy
 Bossy – controlling
 Optimistic – cheerful
 Friendly – sociable
 Introverted – shy
 Diligent – hardworking
 Strong – stable
 Fortunate – lucky
 Depressed – Sad
 Wealthy – rich
 Considerate – kind
 Joyful – happy
 Hilarious – funny
 Fair – Unbiased
 Attractive – beautiful
 Idle – Lazy
 Unfriendly – mean
 Valid – authorized

Other Examples:
Synonyms part of speech
close shut verb
blow up explode verb
blow up inflate verb
shallow superficial adjective
eager earnest keen adjective
spontaneous impromptu unplanned adjective
Antonyms - are two words that have opposite meanings.
Examples:
 Noisy – Quiet
 Liquid – Solid
 Full – Empty
 Guilty – Innocent
 Major – Minor
 Private – Public
 Professional – Amateur
 Random – Specific
 Simple - Complicated
 Passive – Active
 Compliment – Insult
 Guilty – Innocent
 Giant – Dwarf
 Divide – Unite
 Crazy – Sane
 Triumph – Defeat
 Toward – Away
 Villain – Hero
 Wealth – Poverty
 Temporary – Permanent
 Shame – Honor

prefix antonyms part of speech

good bad adjective
small big adjective
easy hard adjective
difficult
soft hard adjective
male female adjective
noun
up down verb
go come verb
made by adding able unable adjective
prefix un- selfish unselfish adjective
do undo verb
made by adding decent indecent adjective
prefix in- tolerant intolerant adjective
human inhuman adjective
made by adding conformist nonconformist adjective
prefix non- noun
essential nonessential adjective
noun
sense nonsense noun
 Classifying Ideas
Classifying – is categorizing something or someone into a certain group or system
based on certain characteristics.

Ideas – is a thought or collection of thoughts that generate in the mind. An idea is

usually generated with intent, but can also be created unintentionally. Ideas often form
during brainstorming sessions or through discussions.

Examples:

Read the following ideas carefully. Label each word according to its proper heading.

piano American Filipino Japanese celebration violin clarinet

program meeting contest Chinese guitar

Musical Instruments Events Nationality

piano celebration Japanese
clarinet meeting Chinese
violin program American
guitar contest Filipino

Classifying ideas in making a fruit salad

Ingredients:

1 small can fruit cocktail, syrup drained

1 cup fresh strawberries, cleaned and cut in half lengthwise
3 pieces kiwi, cleaned and sliced into bite size pieces
1 cup blueberries, cleaned (optional)
3/4 cups nata de coco
1/4 cups condensed milk
1 pack NESTLÉ ALL PURPOSE CREAM 250 ml

Solid Liquid
fresh strawberries, cleaned and cut in half fruit cocktail, syrup drained
lengthwise condensed milk
kiwi, cleaned and sliced into bite size NESTLÉ ALL PURPOSE CREAM 250 ml
pieces
blueberries, cleaned
nata de coco
 Hypernymy & Hyponymy

Hypernyms and hyponyms are semantic classes of words. The word semantic refers to
the meanings of words.

Hypernym - is a linguistic term for a word whose meaning includes the meanings of
other words. For instance, flower is a hypernym of daisy and rose. Hypernyms (also
called superordinate) are general words

Hyponym - is a term used to designate a particular member of a broader class. For

instance, daisy and rose are hyponyms of flower. Hyponyms (also called subordinates)
are subdivisions of more general words.

Examples:
Hypernym: cook
Hyponyms: bake, boil, grill, fry, steam, and roast

Hypernym: fry
Hyponyms: stir-fry, pan-fry, sauté, and deep-fry

Hypernym: Gemstone
Hyponyms: diamond, emerald, and ruby

Hypernym: Game
Hyponyms: poker, roulette, and craps

Hypernym: Blue (which, in turn, is a hyponym of the word color)

Hyponyms: cyan, navy, and ultramarine

Hypernym: Utensil
Hyponyms: fork, knife, and spoon

Hypernym: Animal
Hyponyms: giraffe, lion and zebra

Hypernym: Dog
Hyponyms: Doberman, Pug and Siberian Husky

Hypernym: Flower
Hyponyms: Rose, Tulip and Sunflower
 Noting Details
Noting details
- is a reading comprehension skill that involves picking out, from a piece of text,
the particular piece or pieces of information to achieve a given purpose such as
answering a question in a test.

- is a brief record of something that one has written down on paper. This may be a
statement, a quote, a definition or a phrase one may have written down in order
to remember.

- This noting of details may be used later in a speech, an essay or any other type
of future reference of written or oral form.

- is vital to reading comprehension. In fact it can be said that the foundation of

literal comprehension and comprehension as a whole is noting details.

Examples:

“Money is one of the greatest inventions made by man. Money came into use in
response to the need for a better system of transacting goods other than barter. The
earliest forms of money consisted of commodities, gold and silver coins and paper
notes. With the emergence of a modern banking system, paper money came to be
accepted as true money as well as bank drafts or checks. Any form of money should
meet the following characteristics if it is to become generally acceptable: portability,
homogeneity, durability, divisibility, malleability, elasticity of supply and stability of value.
There are many reasons why money is important to all of us. rom its main function as
a medium of exchange and a standard of value, money is now a standard of deferred
payments and a store of value.”

1. What are the five forms of money?

1. commodities 4. bank drafts
2. gold and silver coins 5. checks
3. paper notes & money

2. What are the uses of money?.

1. system of transacting goods other than barter
2. medium of exchange
3. standard of value
4. standard of deferred payments
5. store of value

3. What are the characteristics of money?

1. portability 5. malleability
2. homogeneity 6. elasticity of supply
3. durability 7. stability of value
4. divisibility
 Getting the Main Ideas
Main Idea

 Every story or paragraph has a main idea.

 The main idea tells you what the story is about.
 The main idea maybe the lesson learned or moral of the story.
 The main idea is the most important part of a story or paragraph.
 To find the main idea of any paragraph or passage, ask these questions:
1. Who or what is the paragraph about?
2. What aspect or idea about the ‘who’ or ‘what’ is the author concerned with?

Examples:

1. “The Statue of Liberty is visited by thousands of people every year. The Statue of
Liberty is a 151 foot statue woman holding a book and a torch. It was a gift of
friendship from the people of France. It has become the universal symbol for
freedom.”

Question: What is the main idea of this passage?

Answer: The Statue of Liberty.

2. “Summer is a wonderful time to spend at West Beach. It is a beach with light-

colored, soft sand. The coastline goes on for a long way and many people enjoy
walking along it. Children like to play in the surf and walk along the rocks that are
visible at low tide. This is a fun beach for people of all ages.”

Question: What is the main idea of this passage?

Answer: Summer is a wonderful time at West Beach

3. Most teenagers and young adults do not know what they want to do for the rest
of their lives. It is a big decision. There are a number of things you can do to
narrow the choices. For example you can take an interest test, do some research
on your own about a career, try volunteer work in the field in which you are
interested, or “job-shadow”, in which you spend a day with a person who is
working in a field that interests you. These are just a few helpful ideas as you
begin to choose a career.

Question: What is the main idea of this passage?

Answer: To help the reader choose a career

 Identifying the Supporting Ideas
Supporting Details

 The supporting details are the things that describe the main idea.

 These supporting details make the main idea stronger.

 Supporting details are those facts and ideas that prove or explain the main idea
of a paragraph.

 Some details are more important than others. As you read, it is important to
distinguish between:

- major details--the most important facts or ideas that directly explain the main idea
- minor details--facts or ideas that provide additional information or explain a major
detail.

Example:

“The Erie Canal changed the way people move goods in the 1800’s. The 363 mile canal
connected Albany, New York to Lake Erie in Buffalo for the first time. When the Canal
opened in 1825, building supplies and goods could be transported quickly and cheaply
across New York State. Canal boats pulled by mules carried people and supplies
across New York.”

Main Idea: Lake Erie changed the way people moved goods.

Question: What are the supporting details of the passage?

Answers: 1. The 363 mile canal connected Albany and New York for the first time.
2. The canal made a way for the goods to be transported cheaply and quickly.
3. The canal boats pulled by mules carried people and supplies across New
York State.
 Identifying Irrelevant Sentences
Irrelevant sentences – it distract readers from the main point of the passage. This is
because they do not relate to or support the main idea. Therefore, it is necessary to
avoid using irrelevant sentences in writing and to be able to spot them as a reader. The
simplest way to identify irrelevant sentences in a passage is to ask yourself the
following three questions:

 What is the main idea of the passage?

 Does each sentence in the passage relate to or support that main idea?
 Are there sentence in the passage relate to or support that main idea.

Examples:

1. Everest

May 10, 1996 was the deadliest day in Everest history. (II) A storm stranded many
climbers near the summit and killed eight people. (III) Among those who died were Rob
Hall and Scott Fischer. (IV) Both were experienced guides and were leading paid
expeditions to the summit. (V) Everest can be climbed without supplementary oxygen,
but this requires special fitness training.

Answer: V

2. Education

At one time in the history of education, one had to be wealthy to attend school. (II) At
other times, women were kept from attending school, despite their standing in finances.
(III) Financial aid was widely available to aid those less fortunate. (IV) Today, this is not
the case because school attendance is obligatory. (V) The law requires students who
are between six and 16 years of age to attend school.

Answer: III

3. Renaissance Women

(I) During the Renaissance period, all of the women wore a corset. (II) Moreover, a
woman was put to shame if she was found absent of a corset. (III) Corsets resembled a
cone, as they were small at the waist and uplifting at the bosom. (IV) They have been
with us for many centuries. (V) They were used to hide the thick waist since at that
period in time, a 15 to 18 inch waist was acceptable.

Answer: IV
 Sequencing of Events
From the word “sequence” it is the arrangement of the happenings from a story.
 an arrangement of two or more things in a successive order
 the successive order of two or more things
 chronological sequence
 a sequentially ordered set of related things or ideas
 an action or event that follows another or others

Examples:

1. 1. Get dressed for school and hurry downstairs for breakfast. 2. Roll over, sleepy
eyed, and turn off the alarm clock. 3. Meet your friends at the corner to walk to
school.

Answer: 2, 1, 3

2. 1. The fourth-grade class walked quietly to a safe area away from the building. 2.
The teacher reminded the last student to shut the classroom door. 3. The loud
clanging of the fire alarm startled everyone in the room.

Answer: 3, 2, 1

3. 1. Barb's dad watched from the seat of the tractor as the boys and girls climbed
into the wagon. 2. By the time they returned to the barn, there wasn't much straw
left. 3. As the wagon bumped along the trail, the boys and girls sang songs they
learned in music class.

Answer: 1, 3, 2

4. 1. The referee blew his whistle and held up the hand of the winner of the match.
2. Each wrestler worked hard, trying to outmaneuver his opponent. 3. The
referee said, "Shake hands, boys, and wrestle a fair match."

Answer: 3, 2, 1

5. 1. We stirred the ingredients together. 2. The brownies cooked in the oven for 15
minutes. 3. We ate the brownies!

Answer: 1, 2, 3

6. 1. The cells in the egg multiply and grow. 2. A mother frog lays her eggs in water.
3. Soon the cells grow into a swimming tadpole.

Answer: 2, 1, 3
 Predicting Outcomes
Predicting Outcomes - is the ability to predict what will happen next based on two
things:
1. Clues given in the picture or story.
2. What you already know.

Examples:

1.

Question: What will most likely happen next?

Answer: House

If you predicted that this will be soon be a house, you predicted right.

2.

Question: What will most likely happen next?

Answer: The pitcher will throw the baseball hard and try to strike out the batter.

 Tips in predicting outcomes:

1. Look for clues.
2. Use past experiences.
3. Add up the useful information that is available to predict the most likely
outcome.
 Drawing Conclusions / Inferences
Conclusion – is a decision about what may happen or about the result of an event.

Drawing conclusions

- means to process the clues or information presented, such as in a story or

conversation, and draw upon one’s own knowledge and experience to
understand what is happening.

- Drawing conclusions is an important skill in reading comprehension.

- When you draw a conclusion you use 2 things:

 What you know in your head.

 What you’ve read in the story.

Inferences

- is an assumption that you make about something that you see, read, or
experience.

- Making inferences means choosing the most likely explanation from the facts at
hand.

- When you infer, you go beyond the surface details to see other meanings that
the details suggest or imply (not stated).

Example:

1.

Questions:
a. What is the woman doing?
b. Where do you think this woman is?
c. Is she there for work or pleasure?
Answers:
a) She is on the telephone.
b) Based on the binders behind her, she is probably working in an office.
c) Based on her clothing and the presence of computer, she is probably
there for work.

2. The air blowing off of the water is clean and crisp. As she slowly made her way to
her destination, the damp sand beneath her feet began to stick to the bottom of
her toes. Finally, she was close enough to see. A blue and white tablecloth
spread over the sand. Candles, crystal, and china glistened in the light of the
setting sun. She smiled, and a tear ran down her cheek.

Questions:
a) Where is this woman?
b) What time of day is it?
c) As she approaches, what does she see?
d) Will she be spending evening alone?

Answers:
a) Based on the word picture painted for us, she is on the beach.
b) It is evening.
c) That someone has prepared a romantic picnic for her.
d) We can logically assume that whomever has made the picnic will probably
join her.

3. “Ram heard his mother blow the car horn. He ran down the stairs, slipping on his
t-shirt as he ran.”

What conclusion can you draw from the sentence above?

a. Ram likes to run
b. Ram was hungry
c. Ram was in a hurry
d. Mother was in the house
Facts:
1. Mom is in the car waiting.
2. Ram is running and dressing at the same time.
3. We know he is getting late and is in a hurry.

Answer: c. Ram was in a hurry.

 Context Clues
Context clues - are hints that an author gives to help define a difficult or unusual word.
The clue may appear within the same sentence as the word to which it refers, or it may
follow in a preceding sentence. Because most of one’s vocabulary is gained through
reading, it is important that you be able to recognize and take advantage of context
clues.

Four kinds of context clues

1. a synonym (or repeat context clue) which appears in that sentence.

Examples:

 It was an idyllic day; sunny, warm and perfect for a walk in the park.
 She hums continuously, or all the time, and it annoys me.
 The dates are listed in chronological order. They start at the beginning and end
with the last event.
 Her animosity, or hatred, of her sister had divided the family.
 Bill felt remorse, or shame, for his harsh words.
 This situation is a conundrum - a puzzle.

2. an antonym (or contrast context clue) that has the opposite meaning, which
can reveal the meaning of an unknown term

Examples:

 Emma had a lot of anxiety about the exam but I had no worries about it.
 Marty is gregarious, not like his brother who is quiet and shy.
 She is a famous singing star in her country but unknown to the rest of the world.
 I am willing to hike in the mountains, but he is reluctant because it gets so cold
walking up and down the trails.
 Avoiding the accident was futile. Both cars did not have time to stop before
crashing.

3. an explanation for an unknown word is given (a definition context clue) within

the sentence or in the sentence immediately preceding.

Examples:

 There is great prosperity in the country but many citizens are living in poverty.
 Some celestial bodies, such as the planets and stars, can be seen with the
naked eye.
 The manager wanted a weekly inspection, which is a methodical examination of
all the equipment.
  There was a lot of tangible evidence, including fingerprints and DNA, to prove
them guilty.
 There is a 30 percent chance of precipitation, such as snow or sleet.

4. specific examples (an example context clue) used to define the term.

Example:

 The builder decided that the house could be built on a number of sites, for
example, along a wooded path, near the ocean, or atop a mountain.