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ABSTRACT Title of dissertation: READING COMPREHENSION COMPONENT PROCESSES IN EARLY ADOLESCENCE Jennifer Grace Cromley, Doctor of Philosophy, 2005 Dissertation directed by: Assistant Professor Roger Azevedo ... Reading Comprehension With Middle- … Build on the phonetic skills established during the preoperational stage to teach independent reading. The child begins to read stories with high-frequency words and phonically regular words and uses emerging skills and insights to “sound out” new one-syllable words. Abstract reasoning questions are seen to be a good measure of general intelligence, as they test your ability to perceive relationships and then to work out any co-relationships without requiring any knowledge of language or mathematics. Developing each of these skills will help a child become successful in movement from concrete to abstract thinking. While abstract reasoning is probably most important in math and science class, it’s also key to understanding complicated reading passages in English and History. The questions require you to recognise patterns and similarities between shapes and figures. Abstract categorization skills are foundational for many language and thought processes and for activities of daily functioning. During the second phase of the reading development process children are learning the relationships between letters and sounds and amongst printed and spoken words. These cognitive skills form the baseline for reading with comprehension to develop. Many skills form the basis of abstract thinking. Although reading experts have identified basic skills (e.g., phonological awareness, decoding, fluency, and vocabulary knowledge) that are important for successful reading, it has become clear that higher-order reading skills or those involved in comprehension itself are also essential to While teaching them these reading skills, the teacher should ideally focus on one skill at a time. An abstract is a 150- to 250-word paragraph that provides readers with a quick overview of your essay or report and its organization. Early literacy skills serve as the best precursors of reading success and risk indicators of the double deficit and triple deficit hypotheses according to the spelling consistency of languages. The Reading Finland project, which specifically targeted struggling readers, sought to improve students' deductive and critical reading skills by implementing targeted inservice training. Consider that logical and abstract thought are the characteristic developmental tasks at this stage. Abstract categorization addresses intangible qualities and characteristics as opposed to concrete categorization which refers to things that are defi nite and tangible. You might hear it referred to as complex reasoning, visual reasoning, or critical thinking. It is always ideal when the child with VI learns these skills at approximately the same age as their sighted peers. Reading campaigns, educational television, and foreign broadcasting dubbed in Finnish help promote a high literacy rate. It should express your thesis (or central idea) and your key points; it should also suggest any implications or applications of the research you discuss in the paper. categorization. Some reading skills like previewing and predicting the outcome of a text, questioning the intentions of the author or identifying relationships between ideas need to be taught to the learners. 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