Início » Banco de Questões Gratuito Organizado para Concursos » Inglês para Concurso » Falso Cognatos | False Cognates » All the following English words have a cognate pair in Portuguese, EXCEPT:

All the following English words have a cognate pair in Portuguese, EXCEPT:

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can
comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the
inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of
strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically.
Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or
common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing,
playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word
recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require
explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight
vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name
the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story
ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and
sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge
to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify
the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐
literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know;
review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be
identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.  
Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)