Reading is a cognitive process. When reading, we’re usually not aware of the actions our brains engage in until we start to read something more challenging. In Building Comprehension in Every Classroom, the authors examine the “inner workings of the mind during comprehension” (2014). There are attributes of effective readers and effective comprehenders. The ability to set goals while reading, preview the text, make inferences and predictions, and ask yourself questions while reading are qualities that make, not only a reader, but a comprehender (Brown & Dewitz 2014). In Mosaic of Thought, the authors refer to these attributes as metacognitive strategies and includes asking questions, inferring, synthesizing, and more (Keene & Zimmermann 2007). When we read for enjoyment, such as a mystery drama, our brain is not working as hard as it does when we read something for information. There is a huge difference when I read a novel versus when I read for my education. When I read a novel, I make predictions and sometimes ask myself questions about why certain people reacted a certain way but when I am reading textbooks, my brain summarizes and monitors for meaning and understanding. When I read my textbook, my brain is working harder since it is new information where reading a novel, is more of a story and easier to relate to.
In the article, The Usefulness of Brief Instruction in Reading Comprehension Strategies, the author discuss three different ways our brain works for comprehending: monitoring comprehension, relating sentences to each other, and inferring (Willingham 2007). When we are reading, our brain is actively working whether we realize it or not. Reading is an active process, not a bystander event. To improve comprehension, one must improve being actively engaged in the reading process including asking more “questions, summarizing and synthesizing text, and identifying important ideas” (Keene & Zimmermann 2007). In other words, the higher the engagement, the higher the comprehension.
Comprehension includes readers being “knowledgeable, metacognitive, strategic, and motivated” (Brown & Dewitz 2014). When reading, a high sense of vocabulary accounts for a high deal of comprehension. I think this has to do with the brain working, unconsciously. When reading, we are actively processing the definitions of words to compile all the words in sentences, phrases, and paragraphs together to develop the overall meaning of a text. The genre of a text also comes into play when reading. The knowledge of different genres helps readers know what to expect and how the layout is presented. Knowing what to expect when reading, helps comprehension in understanding the overall text as a whole.
According to Brown and Dewitz, there are elements that affect comprehension including cognitive and neurological abilities, precursor skills, vocabulary knowledge, conceptual knowledge, personal experiences strategic knowledge, interest and motivation and metacognition (2014). These factors impact if a reader truly understands what they are reading. This comes from a reader’s background history as well. The text is the second factor that affects comprehension. The level of a text is also important for the reader. If a reader is reading completely above their level, comprehension will probably be lacking. Of course, a reader should challenge themselves a little bit and reading a little higher than their level to grow and learn.
Reading has different aspects to it that makes it an active process. Without being actively engaged, comprehension will lack.
References:
Brown, R., & Dewitz, P. (2014). Building comprehension in every classroom: Instruction with literature, informational texts, and basal programs New York, NY: Guilford.
Keene, E. O., & Zimmermann, S. (2007). Mosaic of thought: The power of comprehension strategy instruction: second edition. Portsmouth, NH: Heinemann
Willingham (2007)
Cognition, Comprehension, and Content 