eefggfI would like to begin my lecture my srrharing a quotation from Edmund Burk, he says that

Reading without reflecting is like eating without digesting. Who can give his/her insights po
sa kanyang quote?

Thank you mam.ff

Literally, eating without digesting means that when you eat and don't digest the food, you don't
get the right nutrients from the food. And this becomes similar to reading without reflecting in a
way that when you read something but don't reflect on it, you don't get anything out of what you
read. Ang Pinakapagkain ng utak ay ang pagbabasa, at kung ito ay salat sa sustansya,
mahihirapang itong makatuddklas ng bagong kaalaman. Reading and then taking time to reflect
is onfe way that you can provide nourishment for your mind.

Reading is a multi-faceted process. When we say multifaceted, it means having many

aspects. Kasi reading involves word recognition, orthography (spelling), comprehension, 
phonics, phonemic awareness, vocabulary, fluency, and motivation. And students must have
mastery dun sa mga sinabi kong aspects, but the question lies on how? how they can develop
that? , ofcoure, they can develop their reading through constant practice. Napahalga ng
Reading, dahil ito ay isang macro skill- is a basic life skill. It is a cornerstone for a child’s
success in school and throughout his life.

In the article What makes a 'good reader'? In essence, a 'good reader' is simply a reader who is
able to fully comprehend and make meaning from the text they are reading. Evidently, not all
students are 'good readers', however, all students have the potential to become 'good readers'
with the right teaching and learning.

(Kirby, 2007) Reading comprehension is a process by which we understand the text we

read.

Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Itn
adds meaning to what is read. Comprehension, in this case reading and literacy
comprehension, is the student's ability to understand the meaning behind what they are reading.
It takes place when there is a communication/interaction between the author and the reader.

Nuunawaan ba ng bata ang kaniyang binabasa? Now, That’s is the biggest problem, especially
sa ating bansa. Among 79 participating countries, the Philippines scored the lowest in reading
comprehension in the 2018 Programme for International Student Assessment (PISA). 1 sa 4 na
mag-aaral ang nahihirapan sa iba't ibang aspeto ng pagbabasa. And ang reason kunno kung
bakit lowest tayo sa rank, is because of is low-income backgrounds of the children.Pero yun
lang ba ang dahilan, we cannot tell.

Napahalaga ng reading comprehension sa mga bata especially at the young age, Diba nga may
sinasabi tayong. Reading without comprehension is not reading at all. If pupils read but do not
understand what they are reading, it is just a complete waste of time, and it defeats the purpose
of reading. Since reading comprehension is indispensable tool in learning all of the subjects,
proper intervention/remeditaion must be provided to enhance reading comprehension among
our pupils.

Reading Comprehension can be broken up into three main categories/level:

1. Literal comprehension is exactly what the text says. It is the exact events of the story,
explicit facts stated in an informational text.

Literal comprehension is the understanding of information and facts directly stated in the text.
IT IS CALLED READING ON THE LINES. WHY? Answers are found in the passage itself. The
answers are in the text. This is a very important level of understanding because it provides the
foundation for more advanced comprehension.

Key questions:

 Who? What? When? Where?

2. INFERENTIAL- It involves determining what the text means. Determining inferential meaning
requires you to think about the text and draw a conclusion.

Tinatawag din interpretive level. In here, students are able to read behind the literal words on
the page and find understanding.

IT IS CALLED READING BETWEEN THE LINES. These questions do not have a direct
answer within the text but have answers which may be inferred from clues within the
text. When students infer, they think beyond the text to find meaning. The information they
understand isn't found in the text, which requires them to interpret the information implied in the
text

3. Critical/Evaluative

Evaluative Level, tinatawag din siyang Critical Level. An evaluative question asks the reader to
decide whether he or she agrees with the author's ideas or point of view in light of his or her
own knowledge, values, and experience.

Reading beyond the lines: Students evaluate information based on personal knowledge and
experiences of the reader.

Provide contextualize materials. Which was my basis in crafting my innovation, Project decode.

Developing Contextualize Design Reading Materials

Comprehension strategies are conscious plans — sets of steps that good readers use to
make sense of text. Comprehension strategies are useful practices and methods that can be
used as part of reading comprehension interventions to help your young students understand a
passage, text or story. These Comprehension strategies help students become purposeful,
active readers who are in control of their own reading comprehension.

There are different strategies to use to enhance comprehension.

1. PREDICTION - This strategy requires asking children to make guesses about what might
happen.

When students make predictions about the text they are about to read, it sets up expectations
based on their prior knowledge about similar topics. As they read, they may mentally revise their
prediction as they gain more information.

Winne and her three wishes “What do you think this book will be about?” or “What do you
think will happen to/if …?,” children make predictions or guesses when answering.
For example, teachers could read the first two paragraphs of a passage and then be asked a
question about what might happen next.

2. Making Connections to Prior Knowledge

It requires getting children to relate their own experiences to something in the story.

It requires getting children to relate their own

experiences to something in the story. 
Prior knowledge or yung schema na tinatawag can include their experiences or knowledge of
words, places, animals, or events. Children start by making connections between text and their
personal experiences (text-to-self).

The bat flies at night. Background knowledge or hindi siya expose sa term na bat, kulay, itsura,
mahihirapan siyang intindihan ang rest ng story.

Summarizing - This strategy involves getting children, when reading, to identify the main idea
in the text and putting the idea into their own words.

Students take the most important information and put it in their own words and use as few
words as possible to explain the text. Include essential ideas/important infromation, WH
Questions

summarizing helps students learn to determine essential ideas o yung tninatwag nating gist gist
and consolidate important details to reinforce comprehension

RETELLING - Ask children to gather their thoughts and try to retell the story they have
just read. It will encourage them to think about the smaller details as well as the meaning
of the text.

Retelling and Summarizing are two comprehension techniques used to narrate an event/

concept easier.

The main difference is that a retell includes everything (main ideas and details) while
a summary is more condensed and focused on main ideas.

Once they answer 5WHs questions 'who', 'what', 'when', 'where', and 'why' they pretty much
already have the basis for retelling the story.

VISUALIZING - Studies have shown that students who visualize while reading have better
recall than those who do not (Pressley, 1977).

Visualizing is a Reading Comprehension strategy in which students create pictures in their
minds as they are reading through a story or text. Creating these mental pictures helps the
student receive a deeper understanding of the story or text. IT IMPROVES IMAGINATION Like
a movie playing in their brain. Habang nagbabasa, may scene,,,,,

STORY MAPS - Teachers can have students diagram the story grammar of the text to
raise their awareness of the elements the author uses to construct the story.

Teachers can have students diagram the story grammar of the text to raise their awareness of
the elements the author uses to construct the story. Story grammar includes:
Characters: The people or animals in the story, including the protagonist (main character),
whose motivations and actions drive the story.

Setting: When and where the story takes place (which can change over the course of the
story).

Plot: The story line, which typically includes one or more problems or conflicts that the
protagonist must address and ultimately resolve.

Theme: The overriding lesson or main idea that the author wants readers to glean from the
story. It could be explicitly stated as in Aesop’s Fables or inferred by the reader (more common).

Children need to draw a map of the story they've read with highlighting the major events. They
can get creative and draw if they like, or just use colours to differentiate the various events
covered in the text.

This K-W-L Chart, which tracks what a student knows (K), wants to know (W), and has learned
(L) about a topic.  help students organize information before, during, and after reading a
story.

What I Know: Before students read the text, ask them as a group to identify what they already
know about the topic. Students write this list in the “K” column of their K-W-L forms.

What I Want to Know: Ask students to write questions about what they want to learn from
reading the text in the “W” column of their K-W-L forms. For example, students may wonder if
some of the “facts” offered in the “K” column are true.

What I Learned: As they read the text, students should look for answers to the questions listed
in the “W” column and write their answers in the “L” column along with anything else they learn.

Graphic Organizers - powerful tool students can use to help them make sense of what
they are reading

1. tree diagram 
2. flowchart

3. SQ3R Survey, Question, Read, Recite, Review

Briefly, this strategy aims to familiarize students with the material for easier understanding and
to illustrate the importance of active review so that information.

What are the causes of poor comprehension? What Causes Poor Reading Comprehension

1. Lack of schema/ background experience

Social, Genetics

2. Lack of terminology/

3. Unfamiliar of letters and sound

4. motivation, nagsisimula sa bahay

Disinterest and boredom causes children not to pay attention to what they’re reading. …

Read more : https://celebrites.tn/trending/what-is-the-importance-of-comprehension/

In a nutshell, Without comprehension, children gain no meaning from what they read.
Comprehension strategies are used to increase children’s understanding of the text to help
them become active readers by engaging with the text.

Particularly, pupils from the elementary should extend extreme guidance in reading since this is
a crucial stage for them to have mastery. Children should be able to read at this age since
reading is a gateway for learning other areas as the child progresses through school. We are
the forerunners in elevating the reading achievement of students in our schools.