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Use graphemic roles and patterns to aid in bottom-in decoding.
Use efficient silent reading techniques for relatively rapid comprehension.
Skim the text for main ideas.
Scam the text for specific information.
Use semantic mapping or clustering.
Guess when you aren´t certain.
Analyze vocabulary.
Distinguish between literal and implied meanings.

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Who is doing the comprehending.
The text:
That is to be comprehended.
The activity:
In which comprehension is a part.

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*The role of cognition in reading.
*The role of automaticity in word recognition.
*The role of concious strategies.
*Effective techniques for activiting schemata.
*Relationship of reading and writing.

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Consists  of detailed focus on the construction of reading texts.

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Consists  of detailed focus on the construction of reading texts.

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Different kinds of reading

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Language ego, self-steem, emphathy, motivation.

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Language ego, self-steem, emphathy, motivation.

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The reader brings information, knowledge, emotion, experience, and culture to the printed world. (Content schemata and Formal schemata)

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The reader brings information, knowledge, emotion, experience, and culture to the printed world. (Content schemata and Formal schemata)

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Learners draw their own intelligence and experience to understand the text.

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Learners draw their own intelligence and experience to understand the text.

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Letters, morphemes , syllabus,words, phrases.

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Letters, morphemes , syllabus,words, phrases.

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Example:  Wet brought who socks me .
Who brought some wet socks.