The common standards of English learning in the United States dictate that learners are required to read and understand complex informational and literary texts proficiently and independently. The complicated texts limit the ability of the English students to grasp details easily. The reading procedure needs high-level processing to comprehend the literature. The type of processing assumes that the pupil can direct all his or her attentional resources to the component skills. Most of the abilities are carried out automatically until a challenge arises or the resources are not found. This article conceptualizes on the reasons a passage might appear too difficult to understand.
The lack of a situational model, linguistic resources such as background knowledge and strategies, and a text model can inhibit the interpretation of a reader. The individual should know how to identify and execute discourse signals to establish links between the semantic elements in a passage. The learner begins to comprehend an excerpt from the first words that he or she comes across from then on he or she derives inferences and strategies to evaluate the content critically (Gabe, 39). The process may not occur in a situation where the text is complicated for the reading level of the students. Hence, it is advisable for educators to formulate customized texts based on the language skills of the pupil (Bunch; Walqui, and Pearson 533).
Reading comprehension also emerges from the integration of high-level and low-level processes. The concepts assist in explaining the components of passage to promote learning and reading. Under high-level and low-level processes, the following factors are mandatory in helping the learning grasp an excerpt: attention, associative learning, explicit and implicit learning, etc (Gabe 53). All this aspect must be present to make the text appear less difficult. The factors are put together and synthesized by the reading models to expound on what reading involves and how it works. The structures provide a foundation for comprehension exploration. Without all the concepts stated it is quite obvious that the learner will find the passage too complex to understand.
Works Cited
Bunch, George; Walqui, Aida, and Pearson, David. Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners. Tesol Quartely, Volume 48, Number 3, 2014.
Gabe, Williams. Reading in a Second Language Moving from Theory to Practice. New York: Cambridge University Press, 2008.
