Reading Comprehension Sample Clauses
The Reading Comprehension clause establishes the requirement for parties to fully understand and acknowledge the contents of the agreement. In practice, this clause may require each party to confirm that they have read and comprehended all terms, possibly attesting that they have had the opportunity to seek clarification or legal advice if needed. Its core function is to prevent disputes arising from misunderstandings or claims of ignorance regarding the contract's provisions, thereby ensuring that all parties are entering the agreement with informed consent.
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Reading Comprehension. The level of reading skills an instructional aide is required to have must be at least equal to the competency level required of high school seniors. It is important to observe the actual performance of instructional aides as they demonstrate their reading skills with students, in order to certify, through the evaluation, that the instructional aide possesses this skill.
Reading Comprehension. 1. The Definition of Reading
a. Read it with (calling) the name of your God who created.
b. He has created human from a clot of blood.
c. Read it, and your God is Merciful.
d. Who taught (the human) through the medium of pen. ▇▇▇▇▇▇ ▇▇▇▇▇, Practical English Language Teaching (New York: MC, Graw. Hill, 2003), p. 68.
e. He taught human what he did not know.2 Based on the verse above Allah swt, it can be concluded that Allah has given thought to people how to know Him, how to know life, how to study and also how to know everything in the world. Allah swt also gives knowledge through humans’ mind, humans’ spoken and also humans’ written. In this verse, Allah commanded human to read, because by reading human can comprehend something. Therefore, reading gives learning to the students that they will know their creator. Next, ▇▇▇▇▇ says, “reading is a peocess of negotiating meaning; the reader brings to the text a set of schemata for understanding it”.3 Mc. ▇▇▇▇▇▇▇ says, “reading at first, may appear to be routine activity in which individual words are combined to produce meaning”.4 ▇▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇▇ says “Reading is bringing meaning to and getting meaning from printed or written material”.5 Moreover, “reading is also complex process in which the recognition and comprehension of written symbol are impacted by the perceptual skills, the word analysis skills, the experience, the language background, the mind set and the reasoning ability of the ▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇ ▇▇▇, The Glorious Qur’an (Beirut: Dar El Fikr, 2009) p. 558
Reading Comprehension. (8%) 一題答對得2分，答錯倒扣1/3題分，未答者不給分亦不扣分。 Many critics of ▇▇▇▇▇ ▇▇▇▇▇▇’▇ novel Wuthering Heights see its second part as a counterpoint that comments on, if it doesn’t reverse, the first part, where a “romantic” reading receives more confirmation. Seeing the two parts as a whole is encouraged by the novel’s sophisticated structure, revealed in its complex use of narrators and time shifts. Granted that the presence of these elemnts need not argue an authorial awareness of novelistic construction comparable to that of ▇▇▇▇▇ ▇▇▇▇▇, their presence does encourage attempts to unify the novel’s heterogeneous parts. However, any interpretation that seeks to unify all of the novel’s diverse elements is bound to be somewhat unconvincing. This is not because such an interpretation necessarily stiffens into a thesis although rigidity in any interpretation of this or of any novel is always a danger, but because Wuthering Heights has recalcitrant elements of undeniable power that, ultimately, resist inclusion in an all-encompassing interpretation. In this respect, Wuthering Heights shares a feature of Hamlet.
Reading Comprehension. (Focus on Informational Materials)
Reading Comprehension. In understanding about comprehension, there are some definitions of reading comprehension. A definition of reading comprehension is given by ▇▇▇▇▇▇▇▇▇▇ (2002: 77). He states that strategies of the comprehension are procedures that guide students as they attempt to read and write. ▇▇▇▇▇▇▇ (2008) proposes the idea about reading comprehension. He states that comprehension skills are strategies readers use to retrieve information and construct meaning from expository text. Another definition of reading comprehension is stated by ▇▇▇▇▇ (2001: 306). He states that reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. In reading comprehension, the reader must be having knowledge in understanding the text. It means, the reader should build an image on what he/she is going to read about, intending to make the text easier to be understood. ▇▇▇▇ (2002: 9) defines the term of reading comprehension as the process of simultaneously extracting and constructing meaning through the interaction and involvement of written language. Based on Snow‘s view, reading comprehension is determined by three elements: (1) the reader, (2) the text, and (3) the activity. It means that reading comprehension is an automaticity process of readers that collect data from the texts and process it into meaning. Moreover, reading comprehension is also known as activity of portraying what is inside the text (▇▇▇▇▇, 2006: 51). In many educational literatures, the term ‗reading comprehension‘ is often used to describe the Based on the explanations above it can be concluded that reading comprehension is more familiar than listening comprehension in gaining information. To sum up, reading comprehension is an interaction process between a reader and a text through extracting and constructing meaning.