Form 1 Comprehension Exercise

[Krysta Cirilo]

Deficitsin reading, writing, and spelling can affect one or more language domains (see below). For a detailed description of the language domains as they relate to spoken and written language, see Language In Brief.

Labels for reading disorders include dyslexia, reading disability, reading disorder, specific reading disorder, and specific reading comprehension deficit. Writing disorder labels also vary, with some being dysgraphia, writing disability, writing disorder, and specific writing disorder.

Areas to consider in assessing and treating written language disorders as well as differentially diagnosing within and across spoken and written language disorders are also included below. For more comprehensive lists, see the Assessment and Treatment sections of the Written Language Disorders Practice Portal page.

Word recognition deficit is sometimes referred to as dyslexia. It is characterized by difficulty with reading despite instruction and without coexisting intellectual, sensory, or neurological difficulties. A person with word recognition deficits typically has relatively intact language comprehension but may have difficulties with

Reading comprehension deficit is sometimes referred to as specific comprehension deficit or hyperlexia. Hyperlexia can be differentiated from precocious reading, in that individuals with hyperlexia have significant problems in listening and reading comprehension.

Dysgraphia may refer to either difficulty with language or spelling-based aspects of written expression. Dysgraphia can occur alone or can co-occur with dyslexia and/or other learning disabilities.

Deficits in spelling are sometimes called dysorthography. Such deficits involve difficulty with encoding phonological information. Spelling difficulties can affect both reading and writing and are an area of weakness for most individuals with dyslexia. Spelling deficits include

The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 234,000 members, certificate holders, and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students.

The practice assessments below do not attempt to provide you with an exact experience of the assessments you may be asked to complete. Instead, they provide a similar testing experience, in terms of question types and formats, of the tests you will be asked to complete. Below are examples of the types of tests and/or questionnaires you may be asked to complete.

The following practice tests and any practice test results are only to be used by you to familiarize yourself with our products and how questions operate. You are not permitted to share your results with any third party. Any sharing of these practice test results with a third party will be viewed as misuse of SHL materials and, SHL reserves the right to take legal action against you and anyone who has received the results.

Take practice tests to help you prepare for an upcoming employment assessment. Please note that the level of difficulty of the practice tests may not exactly reflect the level of difficulty of the test you will be asked to complete.

The Customer Contact Simulation is designed to assess multiple skills related to customer contact roles, such as your ability to navigate application interfaces, identify customer complaints, and remember information given by customers.

Many roles require employees to monitor systems, be vigilant to changes in their surroundings, and take action when required. SHL's Process Monitoring Test is a timed test that measures a candidate's vigilance, working memory, and decision-making skills.

Deductive reasoning tests are designed to measure your ability to draw logical conclusions based on information provided, identify strengths and weaknesses of arguments, and complete scenarios using incomplete information.

Life experience (biodata) tests are designed to assess how your lived experience will affect job performance. This Learning Potential and Responsibility assessment is designed to measure your capacity to learn new information, solve problems, and measure your level of responsibility at work.

Try out SHL's Virtual Assessment Center Exercise platform and complete a short assessment center exercise. The purpose of this is to help you to get familiar with the platform and experience what it is like to complete an exercise, the exercise is not scored, there are no feedback reports and there is no live interaction involved.

Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.

The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.

When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.

Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.

Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.

Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.

Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations. Teachers can later ask students to find text that supports or contradicts their predictions.

Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.

Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.

A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more than a repetition of the text itself.

Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:

Morphology is the study of words and their parts. Morphemes, like prefixes, suffixes and base words, are defined as the smallest meaningful units of meaning. Morphemes are important for phonics in both reading and spelling, as well as in vocabulary and comprehension.

Teaching morphemes unlocks the structures and meanings within words. It is very useful to have a strong awareness of prefixes, suffixes and base words. These are often spelt the same across different words, even when the sound changes, and often have a consistent purpose and/or meaning.

If a word has an inflectional morpheme, it is still the same word, with a few suffixes added. So if you looked up in the dictionary, then only the base word would get its own entry into the dictionary. Skipping and skipped are listed under skip, as they are inflections of the base word. Skipping and skipped do not get their own dictionary entry.

Another example is : run (base form), running (present progressive), ran (past tense). In this example the past tense marker changes the vowel of the word: run (rhymes with fun), to ran (rhymes with can). However, the inflectional morphemes -ing and past tense morpheme are added to the base word , and are listed in the same dictionary entry.

Derivational morphemes are different to inflectional morphemes, as they do derive/create a new word, which gets its own entry in the dictionary. Derivational morphemes help us to create new words out of base words.

Students with reading learning difficulties may have problems with one or more components of literacy (phonology, orthography and oral language). For these students, the teaching of word morphology (a sub-component of oral language) has the potential to help improve both word decoding and reading comprehension, as word morphology transfers to other components of reading (Good et al. 2015). The development of morphemic awareness involves the teaching of prefixes, suffixes and base/root words to build a conscious awareness of morphemic structures in words and the meaning of various morphemes.

Word morphology research focused on teaching students with reading learning difficulties highlights several strategies, which can be used to support students struggling to learn to read (Denston et al. 2015; Fallon and Katz 2020; Good et al. 2015). The research suggests:

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