OSIAS COLLLEGES INC.

San Nicolas, Tarlac City

Written Report in
The Teaching
of
Listening and Reading
Reading activities
for the
Development of
Reading Comprehension

Submitted by:
Adrian L. Brongan
BSED III

Submitted to:
Mr. Anton Caibiran
Instructor

I. Introduction
 Reading comprehension is the process of constructing meaning from text. The goal of all
reading instruction is ultimately targeted at helping a reader comprehend text. Reading
comprehension involves at least two people: the reader and the writer. The process of
comprehending involves decoding the writer's words and then using background knowledge to
construct an approximate understanding of the writer's message.

II. Body

Activity 1
This exercise is designed to enable the students to:
1. Give details specifically and directly stated in the reading material.
2. Select from among four choices a reasonable conclusion from ideas contained in the
reading matter: (this gives him experience in reasoning).
3. Grasp the meaning of the whole selection and to recognize its organization.
4. Verify the correctness of the statement in relation to the reading matter.
5. Give the meaning of the reference words such as they, some, who, smallest, those, this,
one, it.
6. Perceive the truth of falseness of a statement and cite proof from the selection.

Direction:
Read the selection silently. After reading, give the appropriate answers to the six types of
questions correspond to the six elements of comprehension. You may do any rereading needed to
answer a question or to check what you think is the answer. You will be given time to answer the
questions, but do not waste time or work too long on one question.

Have you ever seen a falling star? Most of us have, and have watched with great interest as it
flew across the sky, leaving a trail of disappearing light behind it. These ‘’falling stars’’ are of
course not real stars. If a real star struck the earth, there would be no more earth. These ‘’falling
stars’’ are objects, much smaller than stars, travelling in various direction in space. The true
name is meteor.
These meteors are of different sizes. Most of them are as small as an apple or an orange.
Some are larger than an automobile, and others are as large as house. Happily for us, most
meteors that strike the earth are very small. The meteors which we see as ‘’falling stars’’ are
close to the earth. They cannot be seen until they reach the air which surrounds it. When they get
very, very hot, we see the light and say that we have seen a ‘’falling star,’’ once in a while one of
those meteors not entirely burn up falls to the ground.

Questions to answer:
1. The true name of a falling star is_________.
2. Why is it a good thing for us that most meteors are small?
a. So many large ones would make the air hot.
b. People would stay up all night looking for the big ones.
c. Large ones would do much damage once they struck the earth.
d. The air would be full of dust.
3. The story is mainly about
 a. Stars at night
b. The reason falling stars disappear in the air
c. Meteors of ‘’falling stars’’
d. The size of meteors
4. Meteors are all about the same size.
a. Yes b. No c. Does not tell

5. The word some in the second paragraph, third sentence, refers to _______.

6. Which two sentences are not true?

a. Meteors are small stars
b. Most meteors burn up before they reach the earth
c. Meteors can be seen only when on fire
d. Most meteors are very small
e. Very little harm would be done if a real star struck the earth.

Some explanations
1. Note that there are six types of questions; each question corresponding to six elements of
comprehension.
a. Question #1 requires the student to give details specifically and directly stated in the
selection. The student picks out the correct answer from the text.
b. The answer to Question#2 is not directly stated in the reading matter, but is a reasonable
conclusion from ideas contained in the selection. This question develops the skill of
inference.
c. c. Question#3 is directed to the development of the skill of perceiving the meaning of the
whole.
d. d. Question#4 requires the student to make verification in relation to ideas contained in
the selection.
e. Question#5 requires an understanding of reference words.
f. Question#6 provides experience in logical thinking in the sense that the student is
required to look for the evidence that proves whether a statement is false or true.

Proto-type Materials Designed to Develop Six Specific Comprehension skills

 Getting the implied meaning of what is read
 Getting the main idea of a paragraph or selection
 Determining the correctness of a statement in relation to the reading selection
 Understanding the meaning of the reference words such as they, some, who, these, those,
this, that, one, it.
 Perceiving the truth or falseness of a statement
 Determining the meaning of a word by a synonym.

III. Conclusion
 Teachers need to develop effective activities and strategies for reading different texts and
should encourage students to respond to texts both personally and critically. To this end, with the
appropriate skills and strategies, students can become more competent and confident readers.

IV. Recommendation
 Ask students to predict what will happen at the end of a story. Have them explain how
they decided on their prediction, which encourages them to make inferences about
what they are reading.
 Put questioning words (e.g. where, why) on index cards and distribute to students.
Have students form small groups and ask questions using these words.
 Ask students to visualize what is described in the text and to describe what they see.
 Write different reading comprehension strategies on cards and have students work in
pairs to apply the strategies to text they don’t understand.
 Identify key words in a passage and explain what students can learn about the passage
from those words.