Learning to understand content takes into account various techniques especially in cases where the content is complex. Through text, a writer communicates to his or her audience and the audience must learn to comprehend the text to get the picture as portrayed by the author. Some common techniques for understanding text include summarization where a reader goes through a piece of work and then summarizes what they have taken from it ( Carnine et al., 2017) . This helps the reader break down the content into smaller to digest elements and then bring the concepts back together for a deeper understanding.
Inferential techniques are important for learners. This is because the technique uses background information provided to make inferences about the current reading. Through background, information learners can connect incidents and events, understand passages and link up the same ( Carnine et al., 2017) . Reasoning is also an important element of the comprehension process ( Carnine et al., 2017) . This means that learners must be taught to look deeper into the content and understand it deeply. Reasoning means that readers can use the skills acquired to not only understand the shallow meaning of the passage but also the deeper intended meaning of the content which is often the case with most content. Through reasoning, one can understand why characters behave the way they do, why the author chose the characters and how character behavior affects the story or the plot.
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In conclusion, comprehension of written art requires more than the ability to read through the work. Learners must be taught to summarize the content and infer background information to increase their understanding of the content. At the same time, they must acquire reasoning skills for them to ask and answer relevant questions as regards the content. This further increases their ability to understand the content.
Reference
Carnine, D., Silbert, J., Kame'enui, E., Slocum, T., & Travers, P. (2017). Direct instruction reading (6th ed., pp. 196-223). Pearson.
