Comprehension is the ability to understand and use what you have read and learned. Vocabulary is the body of words you know. Reading comprehension involves understanding, analyzing, and synthesizing words, sentences, and ideas. There is a strong relationship between vocabulary knowledge and reading comprehension; students need to understand the meaning of critical words they will be reading to promote comprehension. Vocabulary knowledge, along with background knowledge, provides students a better chance of understanding the text they read. Studies have shown that when you don’t have a large vocabulary to draw upon, comprehension is depressed (Biemiller, 2005).
eturns to the room, the way the infant copes with the reunion is observed leading to four potential classification types being diagnosed for the infant. The four attachment styles are secure, avoidant, resistant and disorganised, and each of them reflects the quality of the relationship between mother and infant, indicating potential attachment concerns in later life (Ainsworth et al, 1978: 120 – 124).
In this example from a toddler observation, Lee gets upset when another toddler takes away some crockery he was playing with. His decision to seek help followed by his prompt recovery from distress, point towards a secure organised attachment style (Bowlby, 1979: 23),
Lee tries to pull the cups back but she won’t hand them over…Lee stands up now, crying…seeking comfort from an adult. One of the nursery staff takes his hand and pulls him closer. She explains to the others that Lee was playing with them first. I see her rubbing his back comforting him and he begins to relax. I noticed that Lee is now starring into space, his eyes wandering around the room. It takes less then a minute for his mood to improve as his affect changes from one of sadness to happiness. He runs over to the other side of the room, spying a tower of Lego bricks being built (Rose, 2016: 7/30).
Lee has demonstrated that he has a positive expectation of how he expects others to help him when things go wrong, in this case the nursery staff. This has been built from the start by his relationship with his primary care giver (Bowlby, 1979: 8). It is this internal working model (1969: 81) that’s hardwired into our brains from birth and thus learnt and then acted out in an unconscious way throughout life. A toddler without a secure attachment might not have been able to recover as quickly as Lee. They might have appeared angry or remained quiet or moody, or perhaps acted out by breaking something or hurting someone.
The internal working model (Bowlby, 1969: 80 – 81) is an important concept because it acts like a blue print of how we see ourselves and relate to others. A good internal working model (ibid.) grows out of a consistent and
