sg
O‘zbekcha

DEFINITION AND COMPONENTS OF COMPREHENSION SKILLSОПРЕДЕЛЕНИЕ И КОМПОНЕНТЫ НАВЫКОВ ПОНИМАНИЯ

Authors

Keywords:

comprehension skills, cognitive processes, decoding, vocabulary, critical thinking, inference, text structure, background knowledge, information synthesis, active engagement.

Abstract

Comprehension skills encompass the cognitive processes and strategies individuals use to understand, interpret, and derive meaning from various forms of information, including text, spoken language, and visual representations. These skills are essential for effective learning and communication, requiring active engagement to construct mental representations and make sense of encountered material. Key components include decoding and vocabulary knowledge, understanding text structures, making inferences, activating background knowledge, critical thinking, and integration of information across contexts. Assessing learners' comprehension skills involves evaluating their ability to understand main ideas, infer relationships, and analyze or synthesize content from diverse sources. Instruction tailored to these components can enhance comprehension abilities, fostering critical thinking and meaningful learning. By exploring these facets, educators can create targeted strategies to support learners in navigating complex information and improving their comprehension proficiency in academic and real-world scenarios.

Author Biography

  • Axmadjonova Shahnoza Tolibjon qizi, Fergana State University

    Fergana State University, Teacher of the Department of English Philology

References

M. S. Kamil, P. B. Mosenthal, & R. D. Pearson. Reading for Understanding: Toward a Research and Development Program in Reading Comprehension. – Cambridge UP, 2015. 350 p.

M. K. Wixson. Teaching with the Common Core Standards for English Language Arts, PreK-2. – Cambridge UP, 2006. 250 p.

Jennifer Rowsell. Technologies and Literacies in the Curriculum: Digital Literacies and Contemporary Learning. – London, 2013. 272 p.

Joan Kang Shin. Technology and Teaching English Language Learners. – Pearson, 2010. 248 p.

Ames, C. Classrooms: Goals, structures, and student motivation. Journal of educational psychology. –Routledge, 1992. 84(3), 261 p.

Downloads

Published

2025-02-03