It is based on the principle of clozure inGestalt psychology which asserts that inthe process of learning, the individualimposes a pattern on hisenvironment, that of relating parts to thewhole, and filing in details where they areleft out.

Cloze Procedure materials have becomewidely accepted as classroom tools for theimprovement of reading comprehension.

Donald C. Richardson(1980), demonstrated its effectivity as atechnique for the improvement of readingcomprehension.

Goodman (1967), said that “Reading asa psycholinguistic guessing game”.

Considered fundamental by readingspecialist.

Efficient reader does not give equalattention to every single word in a stateor passage.

They are capable of picking-out what isimportant, of distinguishing the essentialsfrom the non essentials in a writtencommunication text.

oIt is designed to make the reader aware of andsensitive to the substance of a reading passage, in thesense that he must rely on syntactic clues to completecloze materials.

oBy using context clues it can easily determine thewords needed to complete correctly the sentences inthe passage, the reader develops a more focused andsemantic awareness.

oIt is distinct from testing or measuring readability, thecloze passages can be so sequenced such that theybecome progressively more difficult.

1. Adapt or prepare cloze procedure or selection tospecific needs, interest, vocabulary level ofstudents and the objectives of the reading lesson.

2. Carefully sequence passages or selectionsaccording to difficulty and length.

3. To enhance student motivation, always state thepurpose of the activity in which the clozematerials is being used.

4. Always proceed the cloze passage or selectionwith brief, and clear directions on how toaccomplish the exercise.

5. Richardson (1980) gives the following suggestionin the preparation of the cloze materials for theimprovement of comprehension.

A. Using a paragraph as a resource materials for thecloze exercise:

1. Delete systematically every nth word, but leave either the vowels or the consonants.

2. Delete every nth word , but leave the initial and the final letter of each word.

3. Delete every nth word and provide three or four choices.

B. Using a long passage:

1. Delete every nth word systematically but leave some letters.

Comprehension has often been called the teachersbugbear.

To comprehend means to understand the meaningnot only of single words and sentences but also of theinterrelationship among sentences.

Getting the main idea.

Noting supporting details or proofsentences.

Finding cause and effect relationship.

Determining sequence.

Predicting outcomes .

Making judgment.

Drawing conclusion.

Following direction.

1. LITERAL COMPREHENSION

= The who, what, where, andwhen.

2. CRITICAL COMPREHENTION

= The how and why.

3. Interpretative

4. evaluative

FREEDMAN & REYNOLD (1980), define semanticwebbing or mapping as a process of organizing andintegrating information that underlies many theories ofconceptual thinking.

Semantic webbing elicits from the students concepts ofmeaning which they themselves organize and integratewith the teachers help.

It represent the categories and relationshipconstructed from, the story content and from thestudents related knowledge and theories about theworld.

1. CORE QUESTION

= Focus of the web and purpose of the inquiry.

2. WEB STRANDS

= Are the answers which students give to thecore question.

3. STRAND SUPPORTS

= Are facts, inferences and generalizations thatstudents take from the other.

4. STRAND TIES

= Are the relationship that strands have for eachother.

1. Set a purpose for reading which encourages thestudents to use a specific reading thinkingstrategy. Also decide what part of the story theywill read. Prepare a table of selected reading-thinking strategies (RTS) that you want todevelop and the reading units (RU) that may beused with each strategies.

2. Formulate a core question based on the reading-thinking strategy and the reading unit.

3. Elicits from the students possible answers to thecore question.

4. Build the web strand with the students support.

5. Guide the students in relating the strands.

6. Apply the web: to set purposes for furtherreading of the same story, for constructing otherwebs for the same story or for other stories or forbringing to life through art, drama, or role playingthat relate web concepts to the knowledge andexperience.