UNIVERSITY OF MINDANAO

Tagum College
Department of Arts & Sciences Education
Language Discipline

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)

Course/Subject: UGE 1 (READING COMPREHENSION)

Name of Teacher: ARMELA G. TACLIBON, MAED-TE

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED
USE. THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS
WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
 DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For Online

Blended Delivery (OBD) and Distance Education Delivery (DED) During the
Quarantine/Lockdown Period

I. Rationale
The University of Mindanao is fully committed to cater to the different needs of its students
in terms of alternative modes of instructional delivery. In order to serve the purpose of alternative
modes of delivery, a Self-Directed Learning (SDL) program is developed through Self-Instructional
Manuals (SIM). In fact, the development of SIM/SDL for the online and blended learning
alternative modes is already in the University’s pipeline for academic year 2020-2021. Prior to the
development of these manuals, the University has already instituted industry-leading academic
innovations and initiatives for outcome-based education such as the Student Portal; online student
consultation program; Student Advising Program (SAP); Outcomes Assessment Threshold (OATH
program); various interactive learning resources; and the subscription use of the Quipper as the
official learning management system (LMS) for virtual/online classes to further enhance the quality
of teaching and learning experiences of students.
With the ongoing COVID-19 pandemic which has resulted in massive social and physical
distancing, prohibition of mass gatherings, suspension of classes and extended community
quarantine/lockdown, there is a need to fast-track the development of the SIM/SDL manuals to
respond to the segmentized and unique instructional needs of students.
The University is fully aware of the drawbacks and limitations of the online blended
teaching modes using self-instructional manuals particularly for laboratory and practicum courses,
competency appraisal courses, undergraduate research courses, and a host of demonstration
courses, not to mention the lack or poor internet connections among the faculty and students. But
with the quality assurance procedures and academic innovations in place, the institution is
confident that the same quality of teaching and learning will be enjoyed by the students.
II. Objectives
1. The SIM/SDL Manual aims to provide the guidelines for instructional development by the
teachers and directed learning by the students; and
2. The SIM/SDL Manual aims to provide avenues for innovative and flexible alternative modes of
delivery in response to the quarantine/lockdown requirements.

III. Definition of Terms

(1) Self-Instructional Manual (SIM) refers to the teachers’ manual that consists of all instructional
contents and activities necessary for students’ learning. SIMs come from the context of teachers;
SIMs are conceptualized, designed, developed, monitored and evaluation by the teachers.
(2) Self-Directed Learning (SDL) refers to the learning processes of the students. It is self-directed
because the students manage their own learning. It is directed learning because the students
follow the instructions provided in the SIMs. SDL comes from the context of students and is
intended for the students.
(3) Online Learning refers to the virtual class through the Quipper Learning Management System
(LMS). Online learning requires computer hardware and internet connection at home.
(4) Blended Learning refers to the combination of online learning and on-campus/onsite learning
(face to face). The SIMs shall provide the distribution of instructions and activities done online and
done on-campus/on-site.

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 DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

(5) Distance Education refers to off-campus learning, which can be done with or without online
learning. It is a modular and seminar type of instructional delivery that requires the use of traditional
contact and social media platforms combined with on-campus/onsite learning (face-to-face). The SIMs
shall provide the distribution of instructions and activities for distance education mode.
(6) Traditional contact refers to faculty and student interaction via cellphone/telephone for
communication and SMS.
(7) Social media platforms refer to email, Private Messenger, Facebook, Viber, WhatsApp, Line,
Zoom and other similar applications.
IV. Delivery Implementation Guidelines
There are 2 modes to implement the alternative delivery of instructions, with their
corresponding general guidelines: Online Blended Delivery (OBD) and Distance Education Delivery
(DED). Students can choose to enroll in OBD or DED, whichever suits their needs and contexts as
long as they meet the requirements of what they choose. OBD and DED courses shall continue to be
based on the appropriate course syllabi in terms of learning outcomes, content and coverage.
A. Online Blended Delivery (OBD)
(2) OBD courses and classes shall be offered during the quarantine/lockdown period. For
Summer Classes and Semestral Classes determined by the University, the online
component shall be held for the entire Summer and Semestral periods and the on-
campus/onsite component can be conducted anytime on the last week, where the
quarantine/lockdown period shall be slowly lifted and allows resumption of classes. In the
event that the quarantine/lockdown period is neither lifted nor eased off, proper instructions
shall be given for flexible arrangements. What is important is for one 3-unit course/subject
to meet the 54-hours class requirement.
(3) The on-campus/onsite component shall be conducted in 2 days – one whole day for
review and synthesis, and another one whole day for final examinations. The review and
examination schedules shall be determined and announced in the proper time depending
on the quarantine/lockdown conditions.
(4) The faculty who will teach/handle an OBD course is required to have and use their
computer hardware and internet connection at home. The faculty in charge of a course
shall design the SIM and deploy in the Quipper LMS after the review and approval by the
Program Head and the Dean.
(5) The students who wish to enroll in OBD course are required to have and use their own
computer hardware and internet connection at home. After receiving the course SIM, the
students shall follow the instructions and activities as provided and shall proceed their
paced learning through SDL.
(6) Both the faculty and students under the OBD mode need to use their umindanao email
account and Quipper LMS account to access the Quipper LMS virtual/online classes.
(7) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(8) A separate Quipper LMS manual shall be given to the faculty for the use of the
Blackboard LMS program. The faculty shall be in charge of giving instructions to the
students on how to use the Quipper LMS virtual class.

B. Distance Education Delivery (DED)

(1) DED courses shall be offered with caution by the University, taking into consideration the
quarantine/lockdown prohibitions as well as quality delivery. The University may opt to limit the
offering of DED courses for reasons of instructional delivery and logistical constraints.
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 DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

(2) Depending on the available DED courses, the students can choose the DED mode if
they do not have computer hardware and internet connection at home, and thus they do not
have access to the Quipper LMS.
(3) The students can claim their course manual or course SIM from the University (home
college) and follow instructions for paced learning for SDL. If prohibited by the
quarantine/lockdown orders, the University through the Admissions Office shall send the
course manual/SIM to the students by courier.
(4) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(5) Faculty and student interactions in DED mode can be supplemented by traditional contact
and social media platforms, depending on what is available for both teachers and students.
(6) Deadlines and submission of requirements can be arranged with flexibility: by email, by
courier if reliable or by personal submission (on-campus/onsite) if allowed. The faculty in-
charge shall design specific instructional delivery requirements appropriate for DED mode.
(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules shall be
determined and announced depending on the quarantine/lockdown conditions.
V. Components of the SIM
The course manual or SIM which shall be designed by the faculty and used by the students
for their SDL shall contain the following components or parts:
Part 1. Quality Assurance Policies and Course Outline
Policies Part 2. Instruction Delivery
Under the Instruction Delivery are the following parts:
(a) Unit Learning Outcomes (Big Picture)
(b) Course Outcomes (Chunks)
(c) Course Facilitator (Faculty/Teacher/Course Coordinator)
(d) Facilitator’s Voice (Coordinator’s Voice)
(e) Metalanguage
(f) Essential Knowledge (Concepts, theories, lessons, computations)
(g) Self-Help
(h) Let’s Check (Activities/Exercises)
(i) Let’s Analyze (Activities/Exercises)
(j) Nutshell
(k) Q&A List
(l) Keywords Index

Part 3. Course Schedules – daily and weekly programming of all lectures, activities and
requirements stipulated in Essential Knowledge, Let’s Check, and Let’s Analyze portions.
The Online Code of Conduct, as provided herein as part of the guidelines, shall be
incorporated as part of the SIM/SDL manuals. This is to ensure that all faculty/Course Facilitators
and students are made aware of their agreement, adherence and observance of professional
conduct in OBD and DED courses.

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UM TAGUM COLLEGE
Mabini St., Tagum City

PART 1: QUALITY ASSURANCE POLICIES

The first part of the manual explicitly reflects the quality assurance procedures unique to the course.
These include the attendance requirements (face to face or virtual), schedule of examination,
submission and return of assessment papers, schedule and extension of deadlines, appeal on the
grades, penalties, communication and special learning needs of students. Also included in this section
are the contact details of the Dean, Program Head, Faculty or Course Facilitator, Guidance Facilitator,
Librarian, and Help Desks to promptly respond to the needs of students.

Course Outline: UGE 1 – Reading Comprehension

Course Coordinator : ARMELA G. TACLIBON, MAED-TE

Email : armelataclibon@gmail.com
Student Consultation : By appointment/done online (LMS: Quipper); traditional
contact (i.e. cellphone/telephone); or social media platforms
(email, Private Messenger, Facebook).
Mobile : 0977-315-6362
Phone : (084) 216-7711
Effectivity Date : June 2020
Mode of Delivery : Distance Education Delivery (DED)
Time Frame : 108 Hours
Student Workload : Expected Self-Directed Learning
Requisites : None
Credit :6
Attendance Requirements : A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.

Course Outline Policies

 Areas of Concern Details

Contact and Non-contact This 6-unit course self-instructional manual is

Hours designed for distance education mode of
instructional delivery, i.e. online sessions through
the LMS: Quipper and the 2-days on-
campus/onsite face-to-face review and final
examination. The expected number of hours will
be 108 including review and examination days.
The face to face sessions shall include the
summative assessment tasks (exams).

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 DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

rd
Submission of assessment tasks shall be on 3 ,
Assessment Task Submission th, th th
5 7 and 9 week of the summer/term class. The
assessment paper shall be attached with a cover
page indicating the following:
Title of the assessment task,
Name of the course coordinator,
Date of submission, and
Name of the student.
The document should be sent via Quipper portal.
You are also expected that you already paid your
tuition and other fees before the submission of the
assessment task. For students who have difficulty
in submitting via quipper portal due to connection
interruption, they may send the document via
email or private messenger; on on-site upon
schedule.

Module, Texbook, and This module shall serve as your guide for
Other References directing yourselves in accomplishing the various
assessment tasks and exercises which are
mainly found in the textbook (Bacasmot, J. &
Afrondoza, M. (2018). Now I Know, A Practical
Guide in Reading. Davao City: Mutya Publishing).
Other assessment tasks and discussions are to
be done as directed through the module with
specific source links/references found in the
internet.

Turnitin Submission To ensure honesty and authenticity, all

(if necessary) assessment tasks are required to be submitted
through Turnitin with a maximum similarity index
of 30% allowed. This means that if your paper
goes beyond 30%, the students will either opt to
redo her/his paper or explain in writing addressed
to the Course Facilitator the reasons for the
similarity. In addition, if the paper has reached
more than 30% similarity index, the student may
be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and
Academic Honesty.
Please note that academic dishonesty such as
cheating and commissioning other students or
people to complete the task for you have severe

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 DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

punishments (reprimand, warning, expulsion).

Penalties for Late The score for an assessment item submitted after
Assignments/ Assessments the designated time on the due date, without an
approved extension of time, will be reduced by
5% of the possible maximum score for that
assessment item for each day or part day that the
assessment item is late.

However, if the late submission of assessment

paper has a valid reason, a letter of explanation
should be submitted and approved by the Course
Facilitator. If necessary, you will also be required
to present/attach evidences.

Return of Assignments/ Assessment tasks will be returned to you two (2)

Assessments weeks after the submission. This will be returned
by email or via Quipper portal.

For group assessment tasks, the Course

Facilitator will require some or few of the students
for online or virtual sessions to ask clarificatory
questions to validate the originality of the
assessment task submitted and to ensure that all
the group members are involved.

Assignment Resubmission In the quipper portal, some assignments may

allow you to overwrite their previous submissions
until an assignment's due date. This option is
activated by the course coordinator on an
assignment-by-assignment basis. If resubmission
is done via email or private messenger, you
should notify in writing addressed to the course
coordinator your intention to resubmit an
assessment task.

The resubmission is premised on the student’s

intention to edit/improve assignment, or on the
failure to comply with the similarity index and
other reasonable grounds such as academic
literacy standards or other reasonable
circumstances (i.e. illness, accidents, financial
constraints, etc.)
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 DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

Re-marking of Assessment You should request in writing addressed to the

Papers and Appeal program coordinator your intention to appeal or
contest the score given to an assessment task.
The letter should explicitly explain the
reasons/points to contest the grade. The program
coordinator shall communicate with the students
on the approval and disapproval of the request.

If disapproved by the course coordinator, you can

elevate your case to the program head or the
dean with the original letter of request. The final
decision will come from the dean of the college.

Grading System All culled from Quipper portal, traditional contact,

and Social Media platforms:

Quizzes – 10%
Assignments –5%
Research/Requirement – 15%
Oral Recitation – 5%
st th
1 - 7 formative assessment – 30%
All culled from on-campus/onsite session
st
(Final Exam for 1 Semester, SY 2020-2021):
Final exam – 30%
Submission of the final grades shall follow the
usual University system and procedures.

Student Communication You are required to create an email account

which is a requirement to access the Quipper
portal. Then, the course coordinator shall instruct
students to enroll in the course using a specific
access code (TBA).
Other communication formats includes emails,
private messenger, and cellphone. In case the
course coordinator requires students to use a
specific virtual communication app for video
conferencing (i.e. Zoom and and other similar

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 DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Contact Details
of the Dean of College
Contact Details of the
Discipline
Head
Students with Special Needs
Instructional Help Desk
Contact Details
Library Contact Details
Well-being Welfare Support
Held Desk Contact Details
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City
applications), you are required to download such
application. However, the course coordinator
shall consider students who have no internet
access.
You can personally call or chat the course
coordinator to raise your issues and concerns.
Dr. GINA FE G. ISRAEL
Email:ginafe_israel@umindanao.edu.ph
deansofficetagum@umindanao.edu.ph
Globe: 09158325092/Smart: 09099942314
Dr. Rosa Maria T. Pineda
Email: rosamariapineda@umindanao.edu.ph
Phone:
Students with special needs shall communicate
with the course coordinator about the nature of
his or her special needs. Depending on the nature
of the need, the course coordinator with the
approval of the Program Head may provide
alternative assessment tasks or extension of the
deadline of submission of assessment tasks.
However, the alternative assessment tasks
should still be in the service of achieving the
desired course learning outcomes.
Dr. GINA FE G. ISRAEL
Email: ginafe_israel@umindanao.edu.ph
deansofficetagum@umindanao.edu.ph
Globe: 09158325092/Smart: 09099942314
Mrs. Claire Donayre (Chief Librarian)
Email: cvrdonayre@gmail.com/
lictagum@umindanao.edu.ph
Phone: 0927-395-1639
Ms. Rochen Yntig (GSTC-Head)
Email: chenny.yntig@gmail.com
Contact Number: 09771712622
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 DEPARTMENT OF ARTS AND SCIENCES EDUCATION
Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

Course Information – see/download course syllabus in the Quipper Portal

PART 2. INSTRUCTION DELIVERY

Week 1-3: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to

a. Explain the nature of reading process and comprehension;

b. Examine various reading strategies such as Sequencing, Cause and
Effect and Comparison and Contrast; and Analyze reading materials applying
the reading strategies.

Week 4-5: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to

a. Analyze the reading comprehension strategies such as getting the Main

Idea, Summarizing, and Fact or Opinion; and
b. Apply comprehension strategies for informational and technical materials.

Week 6-7: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to

a. Analyze the information provided by the author in order to make inferences;

b. Apply reading comprehension strategies; and
c. Elucidate the author’s purpose in writing the text.

Week 8-9: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to

a. Assess the reading strategies such as drawing conclusion and figurative

language to comprehend the text;
b. Analyze texts to generalize, express insight, or respond by connecting to
other
texts or situations; Apply reading strategies to unlock difficulty
comprehending the in text.

Week 10-17: Unit Learning Outcomes (ULOs): At the end of the unit, you are expected to

a. Examine the various reading materials;

b. Apply comprehension strategies: Sequencing, Cause and Effect, Comparing
and Contrasting, Getting the Main Idea, Summarizing, Fact or Opinion,

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Author’s Purpose, Making Inferences, Drawing Conclusion, and

Interpreting Figurative Language

***************************************************************************************

CC’s Voice: Hello UMians! Welcome to this course UGE 1:

Reading Comprehension. As students, it is of
great importance to understand the rationale
behind having to take this Reading
Comprehension in college. When you were in
high school, you were being exposed to a
number of reading materials that aimed to
increase your vocabulary skills and strengthen
your reading comprehension.

CO: Upon completion of the course, you have to deal

with the various reading materials to augment
reading strategies you’ve acquired during your
high school years. Apply comprehension
strategies: Sequencing, Cause and Effect,
Comparing and Contrasting, Getting the Main
Idea, Summarizing, Fact or Opinion, Author’s
Purpose, Making Inferences, Drawing
Conclusion, and Figurative Language for
informational and technical materials, complex
narratives and expositions which is the ultimate
course outcome (CO) of this course.

Specifically, in this course you are expected to

Analyze texts to generalize, express insight, or
respond by connecting to other texts or situation
and you are expected as well to evaluate your
reading progress utilizing learned reading
strategies.

Let us begin!

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Big Picture
Week 1-3: Unit Learning Outcomes (ULOs): At the end of the unit, you are
expected to a. Explain the nature of reading process and comprehension;
b. Examine various reading strategies such as Sequencing, Cause and
Effect and Comparison and Contrast; and analyze reading materials applying
the reading strategies.
Big Picture in Focus: ULOa. Explain the nature of reading process
and comprehension
Metalanguage
For you to demonstrate ULOa, you need to equip yourself on understanding the nature of
reading process. In this section, you will explore the answers on the following questions, to wit:
What is reading? How complex reading process is? and How to comprehend a text?
To completely understand the nature of reading, let us first define what reading is all
about. Many theories abound, but current thinking in the field of reading proposes this definition
1
as " an interactive process in which the reader's prior knowledge of the world interacts with the
message conveyed directly or indirectly by the text" (Smith, 1995, p. 23).
Let's "unpack" that definition:
 Reading is a process. As such, it has various stages (before-, during-, and after-
reading) at which different tasks need to be performed.
 Reading is interactive. The mind of the reader interacts, conducts a dialogue,
actively engages with the text to decode, assign meaning, and interpret.
 The reader applies prior knowledge of the world to this act.
 There is a message to be conveyed or constructed.

 2
Skilled readers understand the process and employ different strategies
automatically at each stage. Content area teachers can enhance a student's ability
to understand the process and employ effective reading skills through classroom
activities referred to as "instructional scaffolding" (Vacca & Vacca, 1996).
 Tarigan (2008) states that reading is a process carried out and used by a reader to
acquire message which is conveyed by a writer through words could be seen and
known by reader. In short, reading is an activity used to organize, understand and
interpret in words.
 More so, comprehension is the ability of our brain to understand the text. It is a meaningful
way of breaking ideas into pieces and relating these pieces into one. In similar way,
comprehension is a by-product of good literature, background knowledge (prior knowledge), and
real-life experiences. Reading is a complex process, one of the four (4) macro-language skills,
categorized as input. In a communication process, it can be said that the writer/author encodes
while the reader decodes the message. In order for the message to be decoded clearly, a reader
should have a profound background of what he is reading, otherwise misconception arises.
Pascual and Dagohoy wish to acknowledge the works of:
1 Smith, B. D. (1995). Breaking through college reading (4th ed.). New York: HarperCollins Publishers.
2
Vacca, R. T., & Vacca, J. L. (1996). Content area reading (5th ed.). New York: HarperCollins Publishers.

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Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks of the
course, you need to fully understand the following essential knowledge that will be laid down in the
succeeding pages of the textbook. Textbook: (Bacasmot, J. & Afrondoza, M. (2018). Now I
Know, A Practical Guide in Reading. Davao City: Mutya Publishing).

Please note that you are not limited to exclusively refer to the textbook. Thus, you are
expected to utilize other books, research articles and other resources that are available in the
university’s library e.g. ebrary, search.proquest.com etc. and other credible internet sources.
Read the texts found in the book related to the following key concepts in preparation to
ULOb-c:
1. Sequencing (pages 1-12)
2. Cause and Effect (pages 13 - 26)
3. Comparison and Contrast (pages 27 - 40)
Self-Help:
You can also refer to the sources below to help you further
understand the lesson:
English, L., Barnes, M. A., Fletcher, J. M., Dennis, M., & Raghubar, K. P. (2010). Effects of
reading goals on reading comprehension, reading rate, and allocation of working memory in
children and adolescents with spina bifida meningomyelocele. Journal of the International
Neuropsychological Society : JINS, 16(3), 517-25.
doi:http://dx.doi.org/10.1017/S1355617710000123

Griffiths, G. G., Sohlberg, M. M., Kirk, C., Fickas, S., & Biancarosa, G. (2016). Evaluation of use of
reading comprehension strategies to improve reading comprehension of adult college students
with acquired brain injury. Neuropsychological Rehabilitation, 26(2), 161-190.
doi:http://dx.doi.org/10.1080/09602011.2015.1007878

Suk, N. (2017). The effects of extensive reading on reading comprehension, reading rate, and
vocabulary acquisition. Reading Research Quarterly, 52(1), 73. Retrieved from
https://search.proquest.com/docview/1856860038?accountid=31259

Let’s Check
Activity 1. Simple Recall. True or False. Write TRUE if the statement is correct
otherwise, FALSE.
_________ 1. Comprehension is the action or capability of understanding something.
_________ 2. Reading is an interactive process.
_________ 3. There are several factors that may influence reading such as cognitive, textual, and
the like.
_________ 4. It has been studied that reading is a one-way process.
_________ 5. The mind of the reader interacts, conducts a dialogue, actively engages with the
text to encode, assign meaning, and interpret.
_________ 6. Reading is part of the four identified macro-language skills.
_________ 7. If you have to understand complex ideas, there is a need for you to read.
_________ 8. It is difficult to comprehend a text if your cognitive learning strategy is defective.
_________ 9. Communication factors such as listening, speaking, and language abilities could
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affect comprehension.
_________ 10. Children who are successful readers can rhyme by age four.
Let’s Analyze
Activity 1. Complete the graphic organizer below and provide an explanation on the nature
of reading process and comprehension.

Interacts _____________

Reading is interactive
_____________ _____________
(the mind of the reader)

_____________
_____________
Reading is a process

Stages

____ ____ ____

Fig. 1 According to Smith, 1995

1. Explain the nature of the reading process according to Smith (1995).

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2. Skilled readers understand the process and employ different strategies automatically
at each stage. If you were a skilled reader, what reading strategy or technique that you
may employ to better acquire reading comprehension?
_______________________________________________________________________________________________________________

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3. What should a reader do to improve his/her reading comprehension?

_______________________________________________________________________________________________________________

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Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

4. Does reading help you in studying and/or understanding your lesson? Why? Why not?

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In a Nutshell
Activity 1.
In this portion of the unit, you will be required to state your arguments or synthesis
relevant to the topics presented. I will supply the first two items and you will continue the
rest. Reading is one of the best tools in broadening your horizon as a student and as a
person as well. As a student, there is always a need for you to read in order to learn more
and more. It opens the gate of understanding unfathomable mysteries of the world. Hence,
it can be argued that reading is indispensable in human’s life.

1. Upon saying, if one wishes to have a better way of unlocking his or her difficulties
therefore s/he needs to learn the reading comprehension strategies.
2. The success of reading comprehension lies on the associative skills, prior knowledge,
and profound background of the reader.

Your Turn…

3.
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Language Discipline
UM TAGUM COLLEGE
Mabini St., Tagum City

Q & A List. This section allows you to list down all emerging questions or
issues. These questions or issues may be raised in the LMS or other modes. The
Q & A portion helps in the review of concepts and essential knowledge.

Do you have any questions for clarification?

Questions/Issues Answers
Keywords Index. The words/phrases/ideas listed below are related
to reading comprehension.

Reading is Reading is a Macro-language Comprehension Reading

interactive process skills Strategies

Encode Decode Interpret Dialogue Interactive

Input Prior knowledge Associative Skills Profundity Gist

Author’s Purpose Main Idea Communication Before-during- Textual

Process after-reading information