User:Tpgemign/sandbox

Comments: ShaneTMueller (talk) 01:34, 18 February 2013 (UTC) '''
 * Be sure to add references using the ref tags like:
 * Some of these should probably be subsections made with the ===three equals signs markup.===
 * The levels of processing image is broken--if you are adding it, be sure to assert that you on the copyright so it won't get taken down.

Material Added
reading comprehension

The use of effective comprehension strategies is highly important when learning to improve reading comprehension. These strategies provide specific instructions for developing and retaining comprehension skills. Implementing the following instructions with intermittent feedback has been found to improve reading comprehension across all ages, specifically those affected by mental disabilities.

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 * Setting a Goal
 * Previewing Sentence and Text Structures
 * Activating Background Knowledge
 * Self Questioning
 * Summarizing
 * Feedback and Monitoring

Reading Comprehension Imaging
Comprehension levels can now be observed through the use of a fMRI, functional magnetic resonance imaging. fMRIs' are used to determine the specific neural pathways of activation across two conditions, narrative-level comprehension and sentence-level comprehension. Images showed that the there was less brain region activation during sentence-level comprehension, suggesting a shared reliance with comprehension pathways. The scans also showed an enhanced temporal activation during narrative levels tests indicating this approach activates situation and spatial processing.

Levels of Reading Comprehension
Reading comprehension is comprised of two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and there associated sounds. This theory was first identified by Fergus I. M. Craik and Robert S. Lockhart.