Factors Influencing Comprehension

Factors influencing Comprehension The expression under the sub- heading Understanding Comprehension stated that perception is labyrinthine. It is my dogma that t to each oneers whether in the primary or secondary system should take up it as such and not just a situation where a passage is just take away and the questions answered at the end of it. It has been brought to my attention that get a line is affected by a variety of factors some of which may be considered internal as healthful as external.Some of the internal factors may include stressful situations and the external factors would include the strikeing text designate and the pages with dense text with few paragraph breaks or illustrations. It is then my belief that if the pre-service and inservice teachers saw this as a critical issue then for those of us who have not been taking it as seriously then we desire to. The students who we teach may have been affected by these factors but beca handling of teachers ig norance comprehension lessons where not adequately prep ard.Secondly, the fact that telescope intimacy was so big on the side of the pupil just did not occur to me. I thought that what I gave initially at the beginning of the lesson if they had no experience it would be enough. Students being taught the comprehension lesson should have some experiential background to the text being used or the teacher could run into problems. strategy theory tells us that readers must have adequate back-ground knowledge to examine what they read it also tells us that readers must activate their prior knowledge (Langer, 1984).Preparations for students doing comprehension lessons must therefore be more in-depth not single on the teachers part but in light of the students as well as one needs to investigate if the students has any prior knowledge. third and quite interestingly the Transactional theory brought home the fact that different students read for different reasons, the efferent stance or the aesthetic stance. The fact is a students stance can influence his or her comprehension. In teaching we need to know just how important the material is to our students or rather how important we make it for them.The fact that they may be quizzed at the end of a reading may generate more interest. The students who read just for sheer experience may just not catch as well as the one who does it for a purpose that could be considered more important. Fourthly, comprehension as a process is very stimulating to a student or students for that matter. The fact that this process begins before veridical reading and end long after the reading is finished emphasises the activities that are used to grab and keep the students involved in the whole teaching and learning experience. Dividing instruction into prereading, during reading and post reading helps teachers design activities for each stage that will improve students comprehension (Carlton, 1982) and provides opportunities for teache rs to demonstrate strategies that readers can use at this stage. The actual process of comprehension and the strategies used has rattling been an experience and will be a welcomed difference in my begin to the teaching of comprehension.