Difference between summary and comprehension

comprehension is defined as the level of understanding of a text. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text. .[1]
Proficient comprehension depends on the ability to recognize words quickly and effortlessly.[2][3] If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.
Many educators in the USA believe that students need to learn to analyze text (comprehend it) even before they can read it on their own, and comprehension instruction generally begins in pre-Kindergarten or Kindergarten. But other US educators consider this comprehension approach to be completely backward for very young children, arguing that the children must learn how to decode the words in a story through phonics before they can analyze the story itself.
During the last century comprehension lessons usually comprised students answering teachers' questions, writing responses to questions on their own, or both.[citation needed] The whole group version of this practice also often included "Round-robin comprehension", wherein teachers called on individual students to read a portion of the text (and sometimes following a set order). In the last quarter of the 20th century, evidence accumulated that the read-test methods assessed comprehension more than they taught it. The associated practice of "round robin" comprehension has also been questioned and eliminated by many educators.
Instead of using the prior read-test method, research studies have concluded that there are much more effective ways to teach comprehension. Much work has been done in the area of teaching novice readers a bank of "comprehension strategies," or tools to interpret and analyze text.[4][5] There is not a definitive set of strategies, but common ones include summarizing what you have read, monitoring your comprehension to make sure it is still making sense, and analyzing the structure of the text (e.g., the use of headings in science text). Some programs teach students how to self monitor whether they are understanding and provide students with tools for fixing comprehension problems.
Instruction in comprehension strategy use often involves the gradual release of responsibility, wherein teachers initially explain and model strategies. Over time, they give students more and more responsibility for using the strategies until they can use them independently. This technique is generally associated with the idea of self-regulation and reflects social cognitive theory, originally conceptualized by Albert Bandura
On tests like the SAT, students are asked to perform certain tasks designed to assess their cognitive abilities. Understanding the significance of the terms used to describe these procedures is as important to the administrator of the exam as it is to the student taking it. Knowing the difference between comprehension and summary is essential to ensuring that proper instructions are given and received.
Comprehension
The act of comprehending is defined by Webster's Collegiate Dictionary as "the capacity of the mind to perceive and understand." For example, in comprehension a specific passage, to assess one's comprehension would be to ask questions regarding details of the plot, or to inquire about specific facts. Comprehension is focused merely on the content of the item, none of these facts are applied to exterior topics (which would fall morso under summary).
Comprehension has the following meanings:
• In general usage, and more specifically in reference to education and psychology, it has roughly the same meaning as understanding.
• Comprehension comprehension measures the understanding of a passage of text
• Comprehension (logic), the totality of intensions, that is, properties or qualities, that an object possesses
o Comprehension (or comprehensiveness), in Anglicanism, the theological inclusiveness and liturgical breadth thought to be integral to the definition of the tradition
o Comprehension in set theory, another name for the axiom schema of specification (or more specifically, the axiom schema of unrestricted specification)
o List comprehension, in computer science, an adaptation of mathematical set notation to represent infinite lists
Summary
A summary, synopsis, or recap is a shorter version of the original. Such a simplification highlights the major points from the much longer subject, such as a text, speech, film, or event. The purpose is to help the audience get the gist in a short period of time. In the normal course of events a summary or synopsis is normally written by the summariser using his or her own words to sum up the salient points of an article, text, speech, etc. Summary is defined as the process of separating material or objects into separate elemental constituents. In other words, analyzing a car would include exploring the engine, the interior, the transmission, the electrical system, the wheels, windows and everything else that becomes a part of the whole car. Summary explores the relationship of the parts to the whole system, and then derives meaning from these relationships.
In amost all cases : a written summary is an encapsulation of another person's work. Writers of such summaries are allowed to quote salient points without infringing copyright fair use and in addition are usually expected to rely on their own words to form the greater part of the summary, rather than merely copying text. Written summaries starts with a lead, including title, an acknowledgement of the original author, text type, and the main idea of the text. It has a clearly arranged structure and is paraphrased with new words without quotations from the text. A summary has no dramatic structure and is written in present tense or historical present. In summaries, only indirect speech is used and depictions are avoided. Summaries of scientific books or dissertations present the major facts in scientific language while also being mindful of the non scientists' need to understand concepts. In addition, summaries may also include reviews where a critic or reviwer outlines the various significant points of a book, article, text, film etc.
Summary in nonfiction
Nonfiction summaries serve to familiarize the reader with the subject matter of an entire work in a short space of time. They are written in a balanced and objective way, mirroring the genre’s aim to portray actual events from the author’s point of view. Generally, nonfiction summaries do not offer analysis or assessment.
Summarizers use nonfiction guidelines mentioned above, but also provide numerical ratings and evaluations of the titles covered. Shorter, more concise nonfiction summaries are called abstracts. They are approximately five pages, thus longer than scientific abstracts.
Comprehension is Perception
Upon comprehension or observing a section of text or an event, your comprehension is a reflection of your ability to remember exactly what was said. Facts are of utmost significance, and knowledge of details proves your high level of comprehension. This memory is then applied to develop an summary.
Summary is Comparison
Once everything is comprehended, the individual can analyze these terms. Summary is a method of comparison and referential assessment. The act of summary depends on a relative statement, through which the individual explores her comprehension of the item. While comprehension would ask, "What year was the Declaration of Independence signed?", summary would ask, "What significant impact did the signing of the Declaration of Independence have on global economics?"

REFERENCES
• Browne & King (2004). Self-Editing for Fiction Writers: How to Edit Yourself into Print. New York: Harper Resource. pp. 12, 117.
• Card, Orson Scott (1988). Character & Viewpoint. Cincinnati, OH: Writer's Digest Books.
• Marshall, Evan (1998). The Marshall Plan for Novel Writing. Cincinnati, OH: Writer's Digest Books. pp. 143–165.
• Selgin, Peter (2007). By Cunning & Craft: Sound Advice and Practical Wisdom for fiction writers. Cincinnati, OH: Writer's Digest Books. p. 38.