Engaging students in conversation about texts that have been read helps to deepen teachers

understanding of students reading processes and thinking about text (Porath 2014). Teachers can also

use the discussion to help bridge gaps they find in students thinking when teachers discover errors or

gaps I students thinking about text, it is necessary to intervene verbal scaffolding” as one way in which

teachers can use dialogue to supports students comprehension.

Reading Comprehension Inferencing

The ability to make inferences also aids in students reading comprehension. Inferencing is the term

used to refer the situation in which a reader goes beyond information that is directly provided in a text to fill

in information that are needed to understand text (Kleeck,2008).

Anil Shrirang (2004) emphasized the level on the study of the effects of reading selected English

newspaper column in enriching vocabulary developing comprehension. The researcher emphasized that

there is correlation between word and idioms as well as between vocabulary and comprehension. So

English newspaper columns can also reinforce the day to day vocabulary and its comprehension of the

students.

Jayashree Y (2004) pointed out that the study of difficulties in reading comprehension will also help

try out remedies for correcting the difficulties for lacking of reading skills. The researcher has used

experimental method for the research, using single group design with pre-test and post-test he further

emphasized that even to reduce the reading difficulties to significant level, corrective strategies and drilling

can be useful.

Jagtap s.s (2010) stressed that difficulties in imparting researcher has taken the following points for

his study. Reading is an important process in decoding information from text form. Children to write from

the first day and dispensing with some of the workbooks resulted in slightly higher scores on the phonics

and reading comprehension sections of the year-end achievement test and much better scores on the

grammar.

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 Chomsky (1998) Reading literature to children allowing them to learn to do shared reading a Big

Book, allows them to enjoy reading and to read for meaning first. Within this shared reading, semantic,

syntax, and graph phonemic clues could be taught as word identification strategies, and the use of all

three result in comprehension. Even the most challenged students could do this if they had an opportunity

to dramatize the story before writing. First graders can learn reading comprehension strategies for

expository texts. Nowhere is there a better place when preparing to give texts to students, words of

wisdom for all the school newspaper.

Heckelman (2013) as stated reading takes place in social settings, whether in classrooms, in the

library, at home, or in the supermarket. Comprehension in social contexts, including the reasons for

reading, knowledge of the subjects, characteristics of the text, and interactions with others. One type of

social context involves students reading storybooks to their classmates. Reading to peers is particularly

helpful when the storybooks are read more than once. This important feature of the story mates program

because it exposed children in a holistic way to an author’s vocabulary, sentence structure, and message.

Samuels (2010) emphasized that literacy enhances personal and career achievement and provides a

source of enrichment and joy in life that defined our expected program outcomes. Reader needs to store

and manipulate information in his working memory during text procession and at the same time in order to

construct a coherent representation of what he has read, the reader would have to refer to his prior

knowledge, despite efforts to have a highly literate population among children, there has been a rise in the

number of cases of children with reading problems or disabilities.

Terry (2013) stated that reading is said to be one of the most important and complex cognitive skill and

such importance has resulted into extensive studies, in reading comprehension, to understand the text, the

reader needs to apply a comprehension strategy appropriate to the text they read. Reader not only

pronounces written symbols, but also seeks to understand and interpret the information contained in the

text, reading comprehension is a process to understand, use, reflect on, and engage written texts, in order

to achieve one's goals, to develop one’s knowledge and potential, and to participate in society.

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