Which of the following strategies is NOT commonly used to teach comprehension skills?

Which of the following strategies is NOT commonly used to teach comprehension skills?

• A. Predicting
• B. Summarizing
• C. Memorizing
• D. Questioning

Answer: (C)

Memorizing is not commonly used to teach comprehension skills because comprehension involves understanding and interpreting text rather than simply recalling information. Effective comprehension strategies, such as predicting, summarizing, and questioning, encourage deeper engagement with the material. - Predicting helps readers anticipate what might happen next in a text, fostering active interaction with the content and enhancing understanding. - Summarizing allows readers to condense information and identify main ideas, which strengthens their grasp of the material. - Questioning promotes critical thinking, enabling readers to explore the text more thoroughly and clarifying any misunderstandings. In contrast, memorizing focuses solely on rote recall without the deeper analytical processes that comprehension skills require, leading to a superficial understanding of the material rather than an ability to engage thoughtfully with it.

Memorizing is not commonly used to teach comprehension skills because comprehension involves understanding and interpreting text rather than simply recalling information. Effective comprehension strategies, such as predicting, summarizing, and questioning, encourage deeper engagement with the material.

• Predicting helps readers anticipate what might happen next in a text, fostering active interaction with the content and enhancing understanding.

• Summarizing allows readers to condense information and identify main ideas, which strengthens their grasp of the material.

• Questioning promotes critical thinking, enabling readers to explore the text more thoroughly and clarifying any misunderstandings.

In contrast, memorizing focuses solely on rote recall without the deeper analytical processes that comprehension skills require, leading to a superficial understanding of the material rather than an ability to engage thoughtfully with it.