Reading-comprehension

VIGNANA BHARATHI INSTITUTE OF THECHNOLOGY

Approved by AICTE & Affiliated to JNTU. Aushapur(V), Ghatkesar(M),hyd-501301

SCHOOL CODE: 45893584 STUDENT BRANCH CODE: 65451

(Department of Electrical and Electronic Engineering)

The project is titled as “reading comprehension” and is submitted towards

advanced English communications lab on 5th march 2011.

Team members:

1. R.V.D.S.N.ADITYA (08P61A0202)
2. K.C.B.BALASUBRAMANYAM(08P61A0210)
3. HARIPRASAD(08P61A0217)
4. RAJENDER(08P61A0230)
5. SAI CHARAN(08P61A0237)
6. SAI JYOTHI(08P61A0238)

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INDEX:

1. Abstract.
2. Introduction
2.1. What a reader must look for
2.2. Authors views
3. Types of reading comprehensions.
3.1. Primary purpose of passage.
3.2. Information explicitly stated in passage.
3.3. Ideas implied by author.
3.4. Application of ideas.
3.5. Authors altitude expressed by vocabulary used.
4. Basic methodology of reading comprehension.
4.1. Skimming.
4.2. Scanning.
4.3. Intensive
4.4. Extensive.
5. Methods which help simplify the reading process.
6. Reversal of approach.
7. Need of confidence.
8. Conclusion.
9. Take your test.(SAMPLE TEST PAPERS)
10. References.
11. Acknowledgements.

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1.Abstract

READING COMPREHENSION

K.C.B.Balasurbamanyam, R.V.D.S.N.Aditya, Jyothi, Hariprasad, Charan, Rajender

The purpose of reading comprehension in
competitive examinations is to measure the
ability to read with understanding, insight,
and discrimination.
There are 6 types of reading comprehension
which focus on points like, primary purpose
of passage, information explicitly stated in
passage, ideas implied by author,
application of ideas, and author’s point of
logic authors’ attitude expressed by the
vocabulary used in the passage. The
passages are drawn from 4 main areas like
humanities, social-sciences, biological
sciences and physical sciences.
A reader must have the skills to read given
passage in very short time with good
concentration levels so that he or she can
understand the loop holes of the given
passage and easily memorize the important
points of the passage to be specific the
reader must be sharp and attentive. While
answering the choices in the given questions
under the passage one must read the entire
options given and choose the best one
among given options.
The option must be selected not because it is
a true statement but is true in authors’ point
of view. The best option is the one that is
most accurate and most completely answers
the question being posed.
There are different techniques by which we
can easily face the reading comprehension
task namely, scanning, skimming, intensive
reading and extensive reading.
Briefly explained scanning is the technique
where we quickly go through passage and
match up the options in questions one by one
when required, skimming is where we only
read and memorize the only important
concepts of the given passage, intensive
reading is making a note or underlining the
passage lines and identifying them in the
passage when needed, and extensive is for
the best readers with very high skills of
remembering the passage point to point.
Our project mainly confines to creating
awareness about reading comprehensions
among the students by conducting a mock
test segregated with different types of topics
for various categories of students.

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2.INTRODUCTION

Reading Comprehension is a section that really makes up the score. Reading

Comprehension is one that section that slows down the speed during the test but can
really make up or drop down the score quite drastically. In other words Reading
Comprehension test many skill including testing your comprehension power.

Let's see what Reading Comprehension test in realty.

Reading comprehension is an important part in many of the competitive examinations

wiz. GRE, TOFEL, etc. where in the examiner looks out for the level of reading skills
that a student possess with him. The student facing examination is supposed to read the
entire passage and answer the questions posed to him at the end of passage which may or
may not be completely involved with the passage. At times the questions can be at very
difficult stage which we will try to solve in the next part of our report.

These reading comprehensions may be derived from novels, books, newspapers, articles
from newsletter, reading and solving the questions given in the passage in the shortest
time is the criterion of examination. Answering the questions with right choices is very
much important.

The student must posses’ high levels of concentration and memory to read the entire
passage and remember the important points and compare to the options given to
questions with simple loop holes.

2.1 What a reader must look for:

A good understanding of what you already know and what you need out of the reading is
the key to reading comprehension.

Reader should look out for the best parts of the passage which are worth of memorizing
and which are probable to be posed for a question on. What information is the author
giving you about the story? Reader must watch out for twisting words and complex
sentences which need a good read up. Make Predications. Can you make any predictions

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about the story with the information you have already gathered? Read the topic sentences.
Remember that the first and last sentences of a paragraph give you the essence of that
paragraph, especially when reading non-fiction.

2.2 Authors views:

The author always wants the reader to think in his perspective of approach to certain or
any subject placed in the form of passage. In fact passage is nothing but the authors’ way
of making his thought known to others. Author can make any declarations or expressions
in his passage. Some times author uses pivotal words in his passages, in order to express
his complex thoughts. What is Pivotal Words? Pivotal Words are those words that
suddenly change the direction the passage is going. Let see some examples.

1. But
2. However
3. Despite
4. Nonetheless
5. In contrast
6. Although
7. Yet
8. Nevertheless
9. Except
10. Even though

How these words are important. These words not only change the direction of the passage
but also strengthen or weaken the author argument.

3. Types of reading comprehensions:

Reading Comprehension is a section that really makes up the score. Reading

Comprehension is one that section that slows down the speed during the test but can
really make up or drop down the score quite drastically. In other words Reading
Comprehension test many skill including testing your comprehension power. Let's see
what Reading Comprehension test in realty.

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For the simplicity of understanding and fast conclusion we can broadly divide reading
comprehension into following types based on categories like purpose, stuff in the
passage, authors’ ideology, need of items in the passage, its relation with the present
scenario etc.

1. Primary purpose of passage.

2. Information explicitly stated in passage.

3. Ideas implied by author.

4. Application of ideas.

5. Authors point of logic.

6. Authors altitude expressed by vocabulary used.

3.1. Primary purpose of passage:

First of all when we have our first glance of the passage with a quick reading in 30
seconds one must be able to judge the main purpose of the passage nothing but the
gist of passage. Occasionally the main idea is located in the first sentence of the first
paragraph. Mostly the main idea is located in the last sentence of the first paragraph.
Main idea is easy to locate but the difficulty is to find the right answer in choices.
Usually answer choices that are right but are either overstated or understated. Be
careful that you pick the write choice. Correct answer choice is neither too broad not
too narrow.

3.2. Information explicitly stated in passage:

Do not think in your own way or the general way while answering the passages. You
just need to follow the way author directs in the passage and assume the things written
in it are completely true and then answer the passage.

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The questions on this point are most common in the exam and are very are to crack
unless you apply your mind and these guidelines. Assumption question want you to
go beyond the state of passage but not too far. Here you have to draw the inference
what the author want to say, this needs good concentration and understanding of the
passage. Now as these question wants you to go beyond the state of passage, you can
make out that the choices that directly refer to the passage are wrong or state the same
language from the passage are wrong.

3. 3.Ideas implied by author:

The author is always up to his own imaginations and thoughts as passage is

concerned. Do not forget that the passages or comprehensions are nothing but the
parts of novels, books, columns in newspapers and journals. She by author implies
many of his thoughts which may not be realistic but are worth of reliable work on it.

Try to think from authors’ point of view and answer the questions given, this helps
you to score better marks when logics and reality Is left behind.

3.4 Application of ideas.

These questions are few in number but carry huge weight in the any Examination. In
these question you have to find out the author attitude or prospective. Is the author
feeling positive, negative or neutral toward the subject? You can find out the answer
if the author has provided any opinion on the subject matter. These questions are best
answered without referring back to the passage or choices. Makeup your mind before
you read the answer choices. Another way to find the attitude of the author would be
if he agree with the view of the passage or criticize the passage view. This gives you
the idea of the author tone or attitude.

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3.5Authors altitude expressed by vocabulary used.

The author of passage can be a small writer of a famous writer or a part time writer or
may be a journalist or reporter. A reader can judge the depth in the subject and
knowledge just with the proper understanding of vocabulary used by the author in the
passage. Sometimes the passage may contain very high standard of English words
which are used by the author to show up the importance or urgency of weight of
certain information in that passage.

4. Basic methodology of reading comprehension.

Easier - There are different styles of reading for different situations. The technique
you choose will depend on the purpose for reading. For example, you might be reading
for enjoyment, information, or to complete a task. If you are exploring or reviewing,
you might skim a document. If you're searching for information, you might scan for a
particular word. To get detailed information, you might use a technique. You need to
adjust your reading speed and technique depending on your purpose.

Many people consider skimming and scanning search techniques rather than reading
strategies. However when reading large volumes of information, they may be more
practical than reading. For example, you might be searching for specific information,
looking for clues, or reviewing information.

Harder - Web pages, novels, textbooks, manuals, magazines, newspapers, and mail
are just a few of the things that people read every day. Effective and efficient readers
learn to use many styles of reading for different purposes. Skimming, scanning, and
critical reading are different styles of reading and information processing.

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4.1. Skimming
Skimming is used to quickly identify the main ideas of a text. When you read the
newspaper, you're probably not reading it word-by-word; instead you're scanning the
text. Skimming is done at a speed three to four times faster than normal reading.
People often skim when they have lots of material to read in a limited amount of time.
Use skimming when you want to see if an article may be of interest in your research.

There are many strategies that can be used when skimming. Some people read the first
and last paragraphs using headings, summarizes and other organizers as they move
down the page or screen. You might read the title, subtitles, subheading, and
illustrations. Consider reading the first sentence of each paragraph. This technique is
useful when you're seeking specific information rather than reading for
comprehension. Skimming works well to find dates, names, and places. It might be
used to review graphs, tables, and charts.

4.2 Scanning

Scanning is a technique you often use when looking up a word in the telephone book
or dictionary. You search for key words or ideas. In most cases, you know what you're
looking for, so you're concentrating on finding a particular answer. Scanning involves
moving your eyes quickly down the page seeking specific words and phrases.
Scanning is also used when you first find a resource to determine whether it will
answer your questions. Once you've scanned the document, you might go back and
skim it.

When scanning, look for the author's use of organizers such as numbers, letters, steps,
or the words, first, second, or next. Look for words that are bold faced, italics, or in a
different font size, style, or color. Sometimes the author will put key ideas in the
margin.

Reading off a computer screen has become a growing concern. Research shows that
people have more difficulty reading off a computer screen than off paper. Although
they can read and comprehend at the same rate as paper, skimming on the computer is
much slower than on paper.

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4.3 Intensive reading:

Intensive and extensive are the two terms with same nature of extremity but with
opposite sense of understanding. In general thought they can be further explained as
follows. It is related to further progress in language learning under the teacher's
guidance. It provides a basis for explaining difficulties of structure and for extending
knowledge of vocabulary and idioms. It will provide material for developing greater
control of the language and speech and writing. Students will study short stories and
extracts from novels, chosen for the standard of difficultly of the language and for the
interest they hold for this particular group of students. Intensive reading is generally at
a slower speed and requires a higher degree of understanding to develop and refine
word study skills, enlarge passive vocabulary, reinforce skills related to sentence
structure, increase active vocabulary, distinguish among thesis, fact, supportive and
non-supportive details, provide socio cultural insights.

4.4 Extensive reading

It develops at the student's own pace according to individual ability. It will be selected
at a lower level of difficulty than that for intensive reading. Where frequency word
counts are available for the language being learned, extensive reading will conform to
a lower frequency word count than intensive reading. Material will be selected whose
choice of structure is habitually less complex and whose vocabulary range is less
extensive. The purpose of extensive reading is to train the students to read directly and
fluently in the target language for enjoyment without the aid of the teacher. Where
graded texts are Available, structures in texts for extensive reading will be already
familiar, and new items of vocabulary will be introduced slowly in such a way that
their meaning can be deduced from context or quickly ascertained. The student will be
encouraged to make intelligent guesses at the meaning of unfamiliar items. Material
consists of authentic short stories and plays, or informative or controversial articles
from newspapers and magazines.

A few adaptations of vocabulary and structure will be made. The style of writing
should entail a certain amount of repetition without monotony. Novelties of vocabulary
should not coincide with difficulties of structure. It means reading in quantity and in

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order to gain a general understanding of what is read. It is intended to develop good

reading habits, to build up knowledge of vocabulary and structure and to encourage a
liking for reading, Increase total comprehension, enable students to achieve
independence in basic skill development, acquaint the student with relevant socio-
cultural material, and encourage recreational reading.

5. Methods which help simplify the reading process.

 Three Step Method

 Preview
 Reading
 Review

 Outlining.

 Underlining.

 Note taking.

 Phrasing (grouping words).

 Getting the Main Idea

 Predicting Questions

 Questioning the Author

 What is the author's purpose?

 What is the author doing in this paragraph?
 Why did the author put this information here?
 What is being compared / contrasted here?
 What alternatives does the author offer?
 What is the author implying?
 What is the author not telling you?
 What is the author's tone?

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Note: The best way to answer the reading comprehension is by reading the complete
passage with very good concentration and interest which sharpens your mind and
improves our memory power.

6. Reversal of approach.

This is one of the easiest method as well as the most effective method to answer any
kind of reading comprehension.
All that you need to do is blindly go ahead to the questions part read the questions and
then note down the areas which the questions are stressing on. Now swiftly go through
the passage quickly and search for the subject only which are asked in the questions,
which help you to complete the questions as quickly as possible with the risk of
average correct answer rate.

7. Need of confidence.

Ultimate strength and talent to face the reading comprehension part in any competitive
test is the “confidence”. Student with better confidence levels can easily go through
the part of reading comprehension which is the most feared part of test as every one
feels about. Building confidence levels with in oneself is an art and need to be done
carefully so that it never turns out to be over-confidence.

With such a powerful tool with you, you can easily challenge the questions given in
passage and answer them with out taking any pain or pressure on your mind.

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8. Conclusion.

Our target at single point is to make the students aware of what reading comprehension
is and its importance at various competitive examinations. Creating awareness among
the students and making them at least ready with the basic techniques and methods
involved and basic types of reading comprehensions which may help them at any time
at least in reading the most common newspapers.

With this agenda we start up with a little presentation introducing and small tips to
memorize what reading comprehension is all about in PPT format. Avoiding the
traditional manner of single sided approach we plan for an interactive approach with
students during our session which enables us to implant our ideas at better pace.

With the completion of our presentation we analyze the students performance by

conducting a surprise test right at the presentation are where the students are free to
choose from variety range of topics for students with different sets of backgrounds
which they prefer to read. This not only gives the students freedom to choose the topic
but also helps us to help them understand the techniques easily.

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9. Take our test.

Passage 1: St. Valentine's Story

1)Let me introduce myself. My name is Valentine. I lived in Rome during the third
century. That was long, long ago! At that time, Rome was ruled by an emperor named
Claudius. I didn't like Emperor Claudius, and I wasn't the only one! A lot of people
shared my feelings.

5)Claudius wanted to have a big army. He expected men to volunteer to join. Many men
just did not want to fight in wars. They did not want to leave their wives and families. As
you might have guessed, not many men signed up. This made Claudius furious. So what
happened? He had a crazy idea. He thought that if men were not married, they would not
mind joining the army. So Claudius decided not to allow any more marriages. Young
people thought his new law was cruel. I thought it was preposterous!

11) I certainly wasn't going to support that law! Did I mention that I was a priest? One of
my favorite activities was to marry couples. Even after Emperor Claudius passed his law,
I kept on performing marriage ceremonies -- secretly, of course. It was really quite
exciting. Imagine a small candlelit room with only the bride and groom and myself. We
would whisper the words of the ceremony, listening all the while for the steps of soldiers.

One night, we did hear footsteps. It was scary! Thank goodness the couple I was
marrying escaped in time. I was caught. (Not quite as light on my feet as I used to be, I
guess.) I was thrown in jail and told that my punishment was death.

20)I tried to stay cheerful. And do you know what? Wonderful things happened. Many
young people came to the jail to visit me. They threw flowers and notes up to my
window. They wanted me to know that they, too, believed in love.

One of these young people was the daughter of the prison guard. Her father allowed her
to visit me in the cell. Sometimes we would sit and talk for hours. She helped me to keep
25)my spirits up. She agreed that I did the right thing by ignoring the Emperor and going
ahead with the secret marriages. On the day I was to die, I left my friend a little note
thanking her for her friendship and loyalty. I signed it, "Love from your Valentine."

I believe that note started the custom of exchanging love messages on Valentine's Day. It
was written on the day I died when I was 34 years old, on February 14, 269 A.D. Now,
every year on this day, people remember. But most importantly, they think about love
and friendship. And when they think of Emperor Claudius, they remember how he tried

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to stand in the way of love, and 31) they laugh -- because they know that love can't be
beaten!

Questions:

1. What was the author trying to emphasize in his passage ?

a. He is supporting the king for people to stay bachelors and not marry.
b. He was opposing the king and supported secret marriages for couples in
love.(ans)
c. Emperor Claudius was against the love marriages.
d. Emperor was a gay, and wanted all other people in his kingdom to remain
gays.
2. In which century was valentine born?
a. 233 A.D
b. 238A.D
c. 11 A.D
d. 235A.D (ans)
3. According to the author Claudius wanted to have a big _______
a. A very very big army to support his wars.(ans)
b. Army which was filled with bachelors.
c. Army full of women
d. Wealthy and miserably weak people working for his army.
4. Valentine was a ______
a. Minister in kings palace.
b. Citizen of Rome where king wanted all the people to leave their wives.
c. King who opposed marriages and wanted to turn out people into gays.
d. priest who supported secret love marriages.(ans)
5. when did valentine die
a. 14 Feb. 259 A.D
b. 14 Jan 269 A.D
c. 14th Feb. 249 A.D
d. 14 Feb. 269 A.D (ans)

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10. Acknowledgements.

 GRE and GMAT preparation websites(www.greedge.com)

 The “big book” from web portals.
 The “barrons book for GRE preparation” by galgotia.
 Speed reading web portal (www.speed-readingtechniques.com)
 Twitter networking website(GRE groups).
 Sources of text books from library of Vignana Bharathi Institute of
Technology.

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