The phrase "area of comprehension" is correct and usable in written English.
It can be used to refer to a specific domain or field in which understanding or knowledge is applied or assessed.
Example: "In the area of comprehension, students are expected to demonstrate their ability to interpret and analyze texts effectively."
Alternatives: "scope of understanding" or "domain of knowledge".
The teaching intervention was designed to offer a comprehensive overview of head-and-neck anatomy and oncology for complex areas of comprehension, specifically focusing on building participants' competency of anatomic knowledge and clinical application skill of identifying the anatomic landmarks on cross sectional imaging for target delineation.
The results showed that weak areas of comprehension are those that require higher level thinking, such as the ability to distinguish between the popular and academic press.
"We want to make it [clear] we respect [Patani-Malay language and culture]." By Grade 1 (age six to seven), the research showed that on average (across the schools) 58% of the children were scoring 70% or higher in areas of bilingual comprehension, compared with just 18% scoring similar marks in control schools.
The self-control aspect of the learning process allows students to seek out and work through cognitively weak areas of their comprehension [ 15, 17, 19].
Accounts of the role of Broca's area in sentence comprehension range from specific syntactic operations to domain-general processes.
Some authors deny any role of these areas in comprehension completely or acknowledge an influence only in artificial tasks and/or degraded listening conditions (Hickok 2009, 2014; Rogalsky et al. 2011).
School performance: Norwegian grades range from 1 (lowest) to 6 (highest) and are standardised measurements of varying levels of comprehension within a subject area.
The group with dysarthria performed significantly more poorly relative to the other groups, mainly in the area of sentence production and word comprehension.
Each approach provides results of different scales, but in turn provides results of the whole line areas, enabling the comprehension of the potentiality of the infrastructure as a non-motorised axis and the connection with its urban and rural environment.
Results are presented for a total CAMCOG score (all seven areas) and for CAMCOG areas of attention/calculation, language (comprehension and expression), abstract thinking and perception.
Australian Council of Education Research deputy chief executive, Sue Thomson, said while the results indicated positive changes in average reading performance, they also highlighted groups of students for whom reading comprehension remains an area of great difficulty.
