Rachel Tal, English Inspector, Amal 1

Reading has become the focal issue of EFL.  Reading is a multi-level interactive process. A text must be analysed on various levels.  The interaction of text-based and knowledge-based processed is essential.

The reading comprehension process may be outlined as follows:

1. The Universe of Texts

  • Identifying text type
  • Understanding the importance of the date of publication
  • Pictures and illustrations
  • Graphs, charts and tables
2. Heuristic Processes
  • Guessing word meanings (guessing the meaning of nonsense words, the meaning of a  word from its context, breaking up words to guesss their meaning/morphology,  definitions)
  • Prediction (titles, headlines, using connectors to predict, prediction based on content  words, using contextual clues, prediction while reading, checking hypotheses against  the text).
  • Inference and implicit information
3. Processes of Analysis
  • Locating the main idea (discourse markers that signal main idea)
  • Skimming
  • Recognizing generalizations, recognizing examples & supporting details
  • Reading for factual information
  • Scanning
  • Classification, comparison and contrast
  • Definitions
4. Processes of Unification
  • Coherence and cohesion
  • Cause and effect (discourse markers that signal cause and effect relationship)
  • References: anaphora and cataphora
  • Logical and chronological sequencing
  • Summarizing and text mapping
5. Processes of Evaluation
  • Facts vs. opinion
  • Point of view
  • Refutation
  • Awareness of writer’s mood
  • Word Connotation
  • Awareness of genre
* Outline based on  Enhancing Reading Comprehension, by Tamar Feuerstein.