Sentence examples for comprehension students from inspiring English sources

Sequencing of Stories and Comprehension Students will illustrate a story when given the cue letters, "B," "M," and "E," (Beginning, Middle and End).

As seen in research examining the effect of media multitasking on reading comprehension, students can account for deficits in performance by re-reading or re-doing a task when working outside of the classroom.

Therefore, students who score higher in reading comprehension, students who are male and students who visited a school with extended requirements (instead of a school with basic requirements)4 at the lower secondary level are more likely to choose the academic track.

For example, if an exam is likely to be filled with multiple-choice questions primarily testing recall and basic comprehension, students might choose a surface-learning approach, spending study time memorizing facts, processes, and formulas.

There is some evidence in the literature (e.g., Logan et al. [2011]) that intrinsic reading motivation is a more important contributor of reading comprehension for students with low reading ability than for students with high reading ability.

Meaningless worksheets and other textual materials driven by state and district standards, where there is a mismatch between text complexity and student comprehension, can lead students to an academic dead-end.

Questions | For discussion and reading comprehension: Tell students that this article was published on Dec. 17, 2012, and that there has been more news around the case since.

To support reading comprehension, have students focus on and answer the "who, what, where, when, why, how" questions provided at the end of the handout.

To cope with this problem, we combine the concept of prior knowledge with social tagging methods to assist the reading comprehension of students studying English.

The results indicated that adding synapomorphies provided powerful conceptual scaffolding that improved comprehension for students with both weaker and stronger backgrounds in biology.

Specifically, the results suggest that verbal knowledge is less proximal to the reading comprehension of students who have become proficient in the use of text processing and reading comprehension strategies.