Reading comprehension is the ability to read text, process it and understand its meaning. An individual's ability to comprehend text is influenced by their traits and skills, one of which is the ability to make inferences. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. There are a number of approaches to improve reading comprehension, including improving one's vocabulary and reading strategies.
New Reading Comprehension Response Mechanism and Question Structures That Students Must Understand and Practice Daily
Guide to the Sample Tests
1. One‐Part Hot Text
2. Multiple Choice
3. Open Response
5. Evidence‐Based Selected Response
6. Two‐Part Hot Text
7. Editing Task Questions
8. Technology Enhanced Constructed Response (TECR) Grid Select
9. Prose Constructed Response (PCR)
(EBSR) SAMPLE QUESTION AND TASK MODELS 3rd
EBSR Sample Questions and Task Models 4th
Sample Questions and Task Models 5th
Sample Questions and Task Models 6th
Sample Questions and Task Models 7th
Sample Questions and Task Models 8th
- Provide students an opportunity to define the word on their own before giving them a dictionary to look up the definition.
- Definitions can be samples that are tied together where the child identifies a commonality. It is best to introduce vocabulary before reading the story to increase comprehension.
- Who was the boy who lived under the stairs?
- Where did the boy live?
- What happened to Dudley on Harry's birthday?
- How did Harry find out he was a wizard?
- Do you think Harry was wrong for wanting to be sorted into the Gryffindor house over Slytherin based on the little bit of knowledge he had on the houses at the time of the sorting?
- How did Harry feel when he first found out he was a wizard?
- A lot of students will answer that he was excited but some children may also say that he was mad. If they say the latter, it shows that they have a deeper understanding of family dynamics that you may have anticipated.
- Which statement is the best possible summary for the passage?
- What is the author trying to describe in this passage?
- What are the major themes that are prevalent in this text?
- What is the general main idea in this text, passage, or story?
- According to the author, what is ____?
- By a _____ the author meant ______?
- According to the passage, _____?
- What does the phrase _____ refer to according to the text?
- In sentence 5, what does _____ mean?
- The author says ____ in order to _____
- The ____ in the passage was used by the author for what reason?
- What is the best reason the author used the word _____ in the text?
- The passage uses _____ to imply that _____
- What can be inferred from this text?
- What did the author mean when he/she said _____?
- What does the sentence _____ imply?
- What can be used to replace _____?
- A ____, as described in the passage, can be described as ______
- Which statement is the author most likely to agree with?
- Which viewpoint does the author most likely adhere to?
- Look for Keywords in the introductory paragraph and concluding paragraph for the topic, main points, main ideas, and themes.
- READ THE FIRST & LAST SENTENCE IN EACH PARAGRAPH, SEARCHING FOR CLUES THAT REVEAL THE MAIN IDEA! The topic and main point is almost always in the topic or concluding sentences.
- Study tier 2 and tier 3 academic reading vocabulary in advanced of any summative reading assessment.
- Practice daily close reading strategies before you take any scored reading assessments.
- Read the questions and look for clues to help determine what type of question you are answering. If no questions are given create your own essential question.
- Read every passage, question, and topic and concluding sentence at least three times.
- Use released EOG/EOC reading test to study test question types and frequency.
- Have students use or create reading comprehension questions using reading comprehension questions stems.