Reading Comprehension

white teeth. She walked into the frame as I was taking a photo out the car window. Auntie Lydia was just pulling into our usual spot at the market car park, and the girl came and lowered her head pan by the car next to us: a great silver bowl full of Blankson’s Electricals carrier bags, with their unmistakable green-and-blue logo. The very sight of that logo made the Blankson boys pop up before my eyes like genies from a bottle. “Are you waiting for angels to come and carry you out of the car?” snapped Auntie, blowing my vision away like a puff of smoke.

5. Write corresponding examples of closing and centring diphthongs.

Closing Diphthongs and Examples Centring Diphthongs and Examples

6. Practise the words you have identified that contain diphthongs. If the word has two or more diphthongs in it, underline which part corresponds to the diphthong you are referring to. e.g. /eǝ/- area or /ɪǝ/- area

7. Form at least four sentences using words containing diphthongs. For

example: They made those bikes outside.

Note: If you are doing this as a group, help those who find difficulty in pronouncing the words appropriately. Do not make fun of them.

Comprehension simply means understanding. In comprehension, your understanding or knowledge of things (texts, instructions) is tested. In English Language, comprehension aims to find out how well you understand the text or how much attention you give to the details provided in texts or instructions. In academic studies, it is important, when it comes to dealing with written text, that we try our best to understand the text given before we can work with it effectively. For us to be able to do this, we need to follow some guidelines to enhance our understanding of the text/ passage given.

Figure 1.2: An image of reading comprehension strategies Some of these guidelines are listed below

1. Decoding This is when you pay attention to the letters, how their sounds come together to form the words in the text. To pronounce a word like ‘plate’, you first look at the individual sounds that come together to form the word as in; /p/, /l/, /eɪ/ and /t/.

Decoding helps you to pronounce words effectively. This will go a long way to help you to understand the text.

2. Vocabulary After decoding the words, we need to find their meanings. That is where vocabulary comes in. It deals with understanding words and their meaning based on how they are used in given text. This suggests that a word may not have a real meaning until it is used in a text. E.g., ‘board’ could mean a decision-making body or a wooden material. It depends on how it is used.

3. Fluency Understanding a written text depends largely how it is read. Fluency in reading is the ability to read smoothly and confidently. Once you decode and know the meaning of the text, you will be in a better position to read fluently. Fluency is important. Why? If your reading does not go smoothly, you may not show that you understand the text or get an audience’s attention.

4. Critical thinking This is applying logical principles and careful reasoning to analyse a text. Our intention is to understand the given text/passage. We therefore must break the text into its basic elements and examine them so that we can draw conclusions. In doing so, we need to pay attention to every part of the text.

5. Inference Another guiding tool that we can apply is being aware of inference. We use this to make connection among events or situations in the text. Thus, we try to connect ideas that are presented in the text so that we can draw conclusions from what we read.

Figure 1.3: An image that explains comprehension Reading Comprehension Skills ₁. Identifying main ideas and supporting details in the text. Texts are mostly written on specific ideas. It is important that we pay attention to the main idea or thing that the text talks about. This can be done by employing the services of the reading techniques. (Refer to Year One English Language Learner Material for the techniques).

2. Understanding plot, characters, and setting. In comprehension, you need to pay attention to what happens from the beginning to the end (plot). You also need to look at who is in the story (characters) and the place and the time it takes place (setting). This helps you to follow the story.

3. Recognising themes and the purpose of the writing. We need to consider why the themes were chosen and why the texts were written. Understanding that themes such as health and love have been used for the purpose of education or entertainment gives you a deeper insight into the text.

4. Making inferences and drawing conclusions. Sometimes, the text does not tell you everything you need to know directly. By making inferences, you read between the lines and use tips and clues to draw conclusions in order to comprehend the text.

5. Analysing and evaluating text structure and organisation. This involves looking at how a text has been put together, whether the ideas have been clearly laid out, and how this helps to understand the text. This should lead us to understanding when done effectively.

6. Identifying and understanding figurative language and literary devices. Figurative language is an expression that does not give outright or straightforward meaning as used in a text. Writers often use metaphors, similes or other figures of speech to create meaning or add creativity. If we analyse these elements of a text effectively, we will understand it easily.

7. Recognising and understanding different text types/genres. Different types of texts communicate messages in a variety of ways. The text type - narrative, argumentative, descriptive; and the genre - drama, prose or poetry differ in terms of language usage.

When you know the genre, it will help you to understand how to approach and interpret the text.

Strategies to improve reading comprehension ₁. Active reading: This involves critically engaging in reading and asking yourself questions about the text. You could also try to make a summary of the text. If you can provide answers to the questions and also summarise the text effectively then you will have gained understanding of the text/passage.

2. Visualising: The use of this enables us to form or create mental images or videos of the text. Having or creating a picture of the text in your mind’s eye would help you to see clearly what the text is saying. This would aid your understanding of the text.

3. It is also helpful if you make connections. Thus, you must relate the given text to your personal experiences (if any) and prior knowledge. As you reflect on these, you begin to understand the text better.

4. Note-taking is another strategy you can employ as you read through the text. It is advisable that you take record of the key information and ideas contained in the text. Having done that, you then examine what you have recorded to understand it better.

5. It is not out of place to discuss the text. You can do so individually, or with colleagues if possible.

6. Re-reading: Sometimes texts that are given are not easy to understand. In this case you must read the text several times. You should thoroughly read the text (and sometimes, other similar ones). When you read over and over, it becomes part of you. So, you will begin to gain a deeper level of understanding of the text.

7. Practice they say makes perfect. In order to better understand a given text, you need to practise. This will improve your comprehension over time.

8. It is also important that we engage in cross-referencing during our reading. This can be done by juxtaposing the text under discussion with some similar ones you have read. As you do, note the similarities of the texts.

All the above and some others are possible methods which can be employed in reading comprehension to be able to understand a text. Beyond this level, these strategies can equally be applied in life, the world of work and higher levels of education.

Activity 1.2 Analysis and Interpretation of Text

1. In groups, read Passage 1 and use at least four appropriate comprehension strategies to analyse and interpret the text.

2. Present your group answer on a flip chart or PowerPoint to your class, friends or relatives.

Passage 1 It is well-established that some students perform creditably in school while others flop badly. Some students may be intelligent and highly motivated but still find it extremely difficult to climb the academic ladder. Such students face learning problems but may not necessarily have physical disabilities. Among the problems, perhaps the most worrying is the bad attitude these students have toward their studies. This arises because wrong views have discounted the benefit of education.

Many students actually doubt their abilities to build a bright future for themselves through education. Such students have not sufficiently understood the aims and objectives of education to appreciate its character and approach. Closely linked to this problem is that students have poor attitude to teachers, maybe because the teachers do not employ enterprising methods to make their teaching interesting.

Indeed, a more serious problem is that students sometimes find it difficult to grasp abstract ideas, especially in science and mathematics. Reading, the correct spelling of words and remembering of facts are connected with this problem. Such students will do well not to fall into the trap of using drugs that can supposedly aid memory. All that such drugs can do is to wreak havoc on their bodies. Adequate and effective measures can always be taken to deal with a learning problem in school. Prominent among these remedial measures is repetition of ideas or points which can aid the students in remembering. Repeating words or ideas can engage the senses of sight and hearing thereby leaving deep impressions on the mind. If students learn principles by repeating them, this will aid them greatly.

A more practical approach is for students to be determined to overcome their learning problems. Teachers have the know-how to keep the students focused in their determination to better themselves. Since teachers are in touch daily with the students, they get to know them more intimately than their parents and are, therefore, in the best position to help them.

3. Scan the QR code or click the link below to watch a YouTube video on how to create a story map out of a story. Pay attention to the video, you will be creating a story map after watching it.

http://youtube.com/watch?v=tR4IlLNMDS4

4. Search for images of story maps and use them as inspiration to create a story map out of Passage 2.

Passage 2 There is a joy for married couple when they are blessed with the arrival of a baby into the family. However, nurturing a child into adulthood is not the only responsibility of parents. In order to bring up a child that one would be proud of, discipline is essential. Disciplining a child is a difficult task that needs to be done with care. Before punishing a child for wrong-doing, a parent should try to find out why something happened the way it did. This is the right approach to adopt if the disciplining process is to work effectively.

One of the serious mistakes which parents make is for them to think that discipling a child is the sole responsibility of only one partner. So, the other partner will look on unconcerned even when the child is doing something wrong. If the disciplining machinery is to work well, this way should not be followed. Discipline is a joint venture which both parents should handle together. If a parent does not allow his or her partner to have control over the child, whatever disciplinary measure, he or she adopts will not be effective. When husband and wife come from different backgrounds, they are likely to have very different views and methods about discipline. At times, these differences can cause real tension in the family.

Parents may clash over how to train a child. Unresolved disagreements over the disciplinary procedure can be a wedge that drives a couple apart and creates an opening for a child to play one parent off against the other.

There are some workable principles of discipline which can be applied to deal effectively with the problem of training children in a disciplined way to become responsible citizens. Certainly, parents need to invest time in the training of their children. This is the best foundation on which discipline is built. To prevent children from becoming wayward, parents should regularly set aside some time to spend with their children. Admittedly, making that time is not always easy, but it is worth the effort. In order to bring up children to be good adults, they should be aware of the importance of discipline. Then they cannot turn around to kick against set standards. It is right for parents to present a united front in disciplining their children. Then the children will know that their parents will not compromise on the standards of good behaviour. There is no doubt that these measures, if properly executed, will make children conform to acceptable standards.

Activity 1.3 Proof of understanding

1. Discuss how you would feel as a child when your parents have a struggle about discipline in the family and explain why.

2. In groups and share with the entire class, the issues that hinder discipline in families, according to the passage.

3. Choose a partner, read and summarise passage 2 in not more than four sentences.

4. Identify the themes in the text and share your findings with the class.

Comprehension Comprehension, otherwise known as understanding, plays a critical role for us to be able to manipulate or deal with a given text effectively. It helps to measure how well we understand or can interpret what we have read. So, for you to say a given text is understood, there should be evidence to support that claim. The evidence can be derived only from asking several questions about the text. The evidence of understanding a text would arise from how we are able to respond to the questions that come up based on the text is read.

Reading comprehension questions is therefore designed to examine our understanding of a given text.

Figure 3.2: An image on questioning Types of Comprehension Questions

1. Literal questions These are questions that require answers which can be found directly in the text. Literal questions help to check whether the reader remembers particular or specific pieces of information in the text read. It basically tests simple recall and understanding of facts as presented in the text. These questions are also known as contextual questions because their answers are explicitly stated in the text. This implies that answers to literal questions are based on the context of the text.

Now, let us read the short passage carefully and answer the questions that follow it.

Model Passage

The students became cross and refused to go in for their food at the dining hall and threatened to embark on strike if the school authorities failed to change their minds. Their actions were fertilised by the unsatisfactory explanation given to them by the food committee of the school. They promised never to rescind their decision if nothing was done about the food situation in the school. The school prefect served the headmaster with a three-day notice to do something about the food issues raised if he wanted his peace of mind. The headmaster gave the prefect his word and pledged to attend to their plight as soon as possible. With much displeasure, the students filed out of the headmaster’s office like army ants in procession and departed to their various dormitories.

Model Questions

a. What would the students do if the school authorities failed to change their minds?

b. What did the prefect serve the headmaster with?

c. Where was the headmaster served?

Model Answers

a. The students would embark on a strike/They would go on strike.

2. Inferential questions These types of questions demand that you analyse and make or draw conclusions or inferences based on information in the text, even if not directly stated. It enables you to read in between the lines to make logical conclusions.

Now, let us use the Model Passage to answer the questions below.

Model Questions

a. Why was the headmaster served with a three-day notice?

b. State two reasons why the students refused to go in for their food.

Model Answers

a. The headmaster was responsible for the administration of the school/because it was his duty to solve problems in the school.

3. Critical level questions These categories of questions are at a higher level and require not just recalling or remembering facts, but critical thinking skills to be able to respond to or answer such questions appropriately. For one to respond to these questions effectively, there is the need to analyse, evaluate, and interpret the text based on the information provided. Your ability to follow these processes accurately could help arrive at the correct answer. These questions revolve around figures of speech, vocabulary questions, literary questions, and attitudinal questions.

a. Figures of speech questions: Figures of speech question types deal with literary devices. This is where a reader is asked to identify a literary term that is used in a particular context and often to explain its impact.

b. Vocabulary questions: A vocabulary question refers to a question that tests a reader’s knowledge of words, their meanings and how they are used in context of a text. The reader is expected to find other words that can replace certain words used in the context of the passage being read.

c. Literary questions: They deal with analysis or interpretation of a literary expression used in the context of the text. You are normally asked to find the meaning of the expression. They are related to figures of speech.

d. Attitudinal questions: Here, the reader is supposed to state the thought/mindset revealed in the text. To achieve this, it is important that the reader critically examines the text, taking into consideration the diction or choice of words of the text.

Critical level questions require the reader to

a. examine the validity, relevance, or the credibility of the information in the text.

b. understand the relationships or patterns by breaking down the information into its constituent parts.

c. combine different piece of information or perspectives to form a coherent understanding.

Let us now take examples of critical level questions based on our Model Passage.

Model Questions

a. What will be the result if the students go on strike?

b. “The students became cross…”. What is the meaning of this expression?

c. What figure of speech illustrates the expression “...the students filed out of the headmaster’s office like army ants in procession…”

d. How will you describe the attitude of the students?

Model Answers

a.

i. The school will close down.

ii. School properties will be destroyed.

iii. The school authorities (headmaster) will solve the plight of the students.

Identifying Comprehension Questions

Figure 3.3: An image on how to identify specific details As clearly explained, the comprehension questions revolve around basic recall of facts or specific details, critical or deeper analysis of information and interpretation or evaluation of ideas or concepts. Understanding these features will help us identify the types of comprehension questions we are dealing with and provide the appropriate responses to them.

Now let us perform some activities on comprehension.

Activity 3.4 Discussing and Classifying Comprehension Questions

Read the passage below carefully and carry out the activities that follow it:

Ghana has become the toast of the world in recent times because of her conscious effort to promote peace and stability in development. The country has been referred to as an oasis of peace in a sub-region where most countries are struggling to reconstruct their economies out of the ashes of war. However, all is not well, in spite of the global recognition of Ghana as a country which values civil liberties and rule of law. There are still pockets of conflicts deep-rooted in political differences and chieftaincy disputes. These conflicts have retarded development in the country.

Unfortunately, some of our communities are notorious for recurring conflicts while our security agencies look on helplessly. Very often, our leaders bemoan the tragedy brought about by these conflicts, some of which are caused by powerful persons in society.

Recently, we were alarmed at the frequent resort to mob justice by people who lacked confidence in the criminal justice system. They felt the security forces were incapable of dealing with crime. Those who take this path simply create a lawless state and help put the powerful and well-connected above the law. As a result, the impression is created that it does not pay to be law-abiding.

The outcome of this unfortunate situation is the breakdown of law and order.

Though anarchy has not yet set in, the common spectacle of indiscipline at workplaces, on the streets, and in the homes is worrying. This frequent breakdown of law and order in various communities can be checked if the perpetrators of crime are brought to book. The good news is that the government has promised to deal ‘drastically’ with anybody who breaks the law. We hope that this pledge will be translated into action as quickly as possible.

Questions

1. What is the source of the relative peace in Ghana?

2. Determine the causes of the slow pace of development in Ghana?

3. How do people react to their loss of trust in the criminal justice system?

4. What is the writer’s attitude to those who flout the law?

5. How can the citizens’ confidence in the criminal justice system be restored?

6. ….an oasis of peace…. What figure of speech is used in the expression?

7. For each of the following words underlined in the passage, find another word or phrase that means the same and can replace it in the passage:

a. global

b. recurring

c. bemoan

d. anarchy

e. drastically

f. pledge

8. Classify the questions (1 to 7) on the passage into their respective types.

9. Provide the appropriate responses or answers to the questions.

10. Discuss comprehension question types, and generate examples of comprehension questions on a topic of your own. Post your findings on the wall for a gallery walk.

Figure 7.2: An image depicting reading for pleasure Reading deals with the process of making meaning out of a print or text. Among other things, we are going to explore the world of reading for pleasure and its importance to our journey through long-life education. Before we proceed, try Activity 7.2 with your friends or classmates. You are encouraged to participate effectively in the activity.

Activity 7.2 The Meaning of Reading

Discuss with your friends or classmates (in group) what reading for pleasure is and paste your findings on the wall for other colleagues in your class to read.

Reading is an important part of our lives, especially if we want to attain a high level of achievement in education. Reading can be intensive or extensive based on the purpose it serves for the reader. An intensive reading involves complete examination or analysis of a text for a specific learning outcomes or goals. An example of intensive reading is reading for end of semester examination. On the other hand, extensive reading can be the act of reading for enjoyment and to improve general reading skills. Reading for pleasure is an example of extensive reading.

Reading for pleasure also refers to the reading that people choose to do on their own free will to enable them explore different worlds, characters, and ideas. It is important to know that there are several different reasons people read materials, such as novels, newspapers, journals and magazines. Reading for pleasure helps us to improve our reading skills, language fluency, and acquire more vocabulary for effective communication. As an individual, you need to develop personal interest and be self- motivated to explore the world of reading for pleasure (leisure).

Importance of Reading for Pleasure

Reading for pleasure comes with many benefits. As we embark on a lifelong learning experience, reading for pleasure helps develop our imagination and worldview.

1. Reading for pleasure develops our vocabulary and language skill: As we read for pleasure, we acquire more words and how they are used in varied expressions.

This knowledge helps us to become more fluent and improve our communication skills in general.

2. Reading for pleasure will enhance our critical and analytical skills: It grows our imagination and enhances the performance of the brain. Once we acquire analytical skills, we can critically analyse issues or situations in order to make life- changing decisions.

3. Reading for pleasure supports personal growth and create self-awareness:

Reading exposes us to different experiences or perspectives and cultures. Through this we could be expose to our strength and weaknesses so that er can become aware of who we are and the world around us.

4. It reduces stress and improves mental health: Reading is an activity that calms our mind and provides the opportunity for the brain to relax. This helps to reduce stress and improve our mental well-being or health.

5. It expands knowledge and supports academic and professional success:

Though reading for pleasure is not directly related to a specific academic purpose, it paves way for knowledge acquisition. This essentially provides the focus for life- long learning and improves professional success.

6. It provides enjoyment and fun: Reading for pleasure serves as a form of entertainment to the reader.

In general, reading for pleasure has an essential impact on developing our cognition or mind, language skills, and personal or professional growth. Thus, the more we read the more we discover new ideas to help us understand the world in which we find ourselves.

Materials that can be read for pleasure Before the lesson comes to a close, let us look at some materials that can be read for pleasure. Both the traditional library or electronic library facilities can help us get materials to read for pleasure. The electronic library, also known as E-library refers to a collection of digital resources that is accessible through the use of computers and networks. On the other hand, the traditional library is a building that houses a collection of books, journals or other print materials. The picture below shows both the traditional library and the e-library where we can get materials to read for pleasure.

Figure 7.3: Traditional library and electronic library image In selecting a particular material to read for pleasure, consider your interest, level of vocabulary and the kind of reading experience wanted.

Table 7.1: Showing a list of materials that we can read for pleasure either from the traditional library or the e-library.

Materials Examples

Novels or Fictions “Homecoming” by Yaa Gyasi “The Memory of Love” by Aminata “Things Fall Apart” by Chinua Achebe Non-Fiction “Long Walk to Freedom” by Nelson Mandela “I Am Malala” by Malala Yousafzai Drama and Play “In the Chest of a Woman” by Efo Kojo Mawugbe “The Marriage of Anansewa” by Efua Sutherland “The Son of Umbele” by Bill Okyere Marshall Poems “Once Upon a Time” by Gabriel Okara “Night” by Wole Soyinka “Hearty Garlands” by S. O. H. Afriyie-Vidza Magazines and Journals The Mirror (Ghana) Junior Graphic (Ghana) Teen Vogue Digital Resources E-Books and Audiobooks TED-ED website Student-created content School Magazines/Journals SRC Magazines Students’ Publications Reading for pleasure is essential in building rich experiences in the areas of academia and professional development. It helps shape our life-long learning opportunities.

Reading truly builds the power of the mind to think, analyse and create beautiful memories of our world.

Let us sum up the lesson with Activity 7.3.

Activity 7.3 Importance of Reading for Pleasure

1. In mixed ability groups, select an interesting story of your own, read it silently and share what you read with your friends.

2. Still in your groups, create a short story of your own on any topic of your interest. Post your story on the classroom walls and read it to your friends or classmates.

Figure 9.1: A boy happily reading We have spoken about reading and its importance in previous sections. With your knowledge on the importance of reading, it is of no doubt that you can make a list on the importance of fluent reading. Go ahead and make that list after which you can compare with the benefits listed below:

1. Fluent reading makes one more likely to understand what is being read.

2. Fluent reading leads to an increased efficiency. Readers tend to save a lot of time and energy as they are able to process the information more quickly.

3. It enhances enjoyment of the text being read

4. When reading is fluent, one is able to remember what was read easily.

5. Fluent reading is essential for academic success.

6. Fluent reading lays the foundation for effective writing.

7. It boosts readers’ confidence.

8. It encourages lifelong learning.

Indeed, fluent reading goes a long way to affecting both the reader and the listener. The best part of it is that, it is achievable. All you have to do is practise. It could be in front of a mirror, with your friends, with your own self and with your teacher. Just start and you will be the ardent reader that everyone wants to listen to.

Activity 9.4 Benefits of Fluent Reading

1. Discuss with colleagues in your groups the benefits one derives from fluent reading.

2. Orally, and with the support of PowerPoint, present your findings to the whole class.

Activity 9.5 Reading Aloud

Do this activity with three of your peers.

1. Take turns in your groups and read aloud the passages below to colleagues.

Observe and analyse the fluency rate of each reader.

Global Pandemics

Global health challenges, encompassing issues like pandemics, healthcare systems and global health policies are increasingly at the forefront of international concerns… Pandemics such as the COVID-19 crisis highlight the vulnerability of global health care systems and the importance of international cooperation. A pandemic is not merely a medical phenomenon; it affects individuals and societies on multiple levels, causing widespread health, economic and social disruptions. One of the critical aspects of managing pandemics is understanding their transmission dynamics and the development of effective and timely responses including containment measures, vaccination strategies and public health campaigns… The COVID-19 pandemic for instance, has underscored the significance of resilient health care systems. Countries with robust health care infrastructure, including efficient primary health care services, have been better equipped to manage the crisis. Conversely, regions with underfunded and understaffed health care systems have struggled, highlighting the disparities in health care access and outcomes. This situation brings to light the necessity of investment in health care infrastructure, not only as a measure against pandemics but also for overall population health care management… In conclusion, global health challenges are multi-faceted and require a coordinated, interdisciplinary approach. Pandemics like COVID-19 have revealed the strengths and weaknesses of current health systems and policies.

Addressing these challenges necessitates not only medical and scientific solutions but also socio-economic and environmental considerations. By understanding and addressing these diverse factors, it is possible to build resilient health care systems capable of responding to current and future health challenges.

2. With your partner, compare each other’s fluency rate and give constructive feedback.

3. Now pair with a more fluent partner and read a paragraph in any passage of your choice. Keep practising and you will succeed.