The three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading.
Least = surface, simple reading Most = in-depth, complex reading
Level One
LITERAL - what is actually stated.
Facts and details Rote learning and memorization Surface understanding only
TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions.
Common questions used to illicit this type of thinking are who, what, when, and where questions. Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually stated.
Drawing inferences Tapping into prior knowledge / experience Attaching new learning to old information Making logical leaps and educated guesses Reading between the lines to determine what is meant by what is stated.
TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how. Level Three
APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
Analyzing Synthesizing Applying
In this level we are analyzing or synthesizing information and applying it to other information.
Name : VERAWATY NIM : 2009 111 186 CLASS : REGULAR B SEMESTER : 6(ENAM)
READING COMPREHENSION LEVEL
According to ACCADEMIC SUPPORT (2004): Level of Comprehension: 1. LITERAL - what is actually stated. • Facts and details • Rote learning and memorization • Surface understanding only TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions. Common questions used to illicit this type of thinking are who, what, when, and where questions.
2. INTERPRETIVE - what is implied or meant, rather than what is actually stated. • Drawing inferences • Tapping into prior knowledge / experience • Attaching new learning to old information • Making logical leaps and educated guesses • Reading between the lines to determine what is meant by what is stated. TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
3. APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. • Synthesizing • Applying In this level we are analyzing or synthesizing information and applying it to other information.
Adopted From: Cuesta College (2004/ September 2sc, 2004). Reading Comprehension Level. Retried From: http://academic.cuesta.edu/acasupp/AS/303.HTM
READING COMPREHENSION LEVEL According to James H. Berry, SC4, (2005), Reading is a thinking activity, will be able to read at all levels of meaning or comprehension. In this case, levels mean different depths of understanding, different analysis of what is meant. In other words, you will be expected to read at different levels of comprehension. These three different levels of comprehension : - The literal level. - The interpretive level. - The applied level.
From the explanation above, I concluded that in reading comprehension we must get reading comprehension levels, comprehension levels means ability levels to reading, every levels have different understanding to read, different analysis to meaning. So, when we read we are in the specific comprehension levels. And there are three comprehension levels: - The literal level, at the level we must not to understand the true meaning, but we just can memorize or know about what we read. - The interpretive level, at the level we try to understand about the writer means, and we can answer the question about this. - The applied level, at the level we have to answer the questions, we must thinking more about what we read, we must more critical and analyzing what the message from the author, and applied it for other settings.
Adopted from : Berry H James, SC4,(2005). Levels of Reading Comprehension. Retrieved from: www.sc4.edu/.../h7levelsreading.com
According to Reference.Com (2012), there are four reading comprehension level: 1. The Literal level, is based on what was actually stated in the material. From the statement, Literal which reader or students just for understand basic meaning of material.
2. Interpretive or Inferential, depending on the theorist in question, goes a step further. It’s mean, Interpretive or Inferential, in this level the reader or students not only understand basic meaning of material, but also about general material.
3. Applied or Evaluative, is the level that deals with the student applying what was shared to real life events or situations. From the statement, Applied or Evaluative, the reader or students can be applying what that understand and comprehend about material.
4. Appreciative, is based on the student's own feelings towards the material or author. It’s mean, Appreciative, in the final level, personality can affect the reader or students. They must to go through all four levels of comprehension. So, can be measure ability level by the students.
Adopted from: Reference.Com (2012). Four Levels of Comprehension. Retrieved from: http://www.reference.com/motif/education/four-levels-of-comprehension
According to Mortimer Adler (1974) there are four levels of reading comprehension, they are: 1.Elementary Reading. It is the stage where the students are learning how to read. It can be stated that in this level, the students learn the way of reading for the first time and they learn how to pronounce it.
2.Inspectional Reading. It is the stage where the students get the main idea from a text. It can be concluded that the students must be able to understand the text in order to they can get the idea from the text.
3.Analytic Reading. It requires you to learn the meaning and significance of material, and not just have a superficial understanding. It can be assumed that the students must not only study the pronunciation but also the meaning of the text, and the function from the text.
4.Syntopical Reading. It is gathering information for a number of different texts, and then synthesizing the information in a coherent whole. It can be concluded that in this level the students must be able to get the information either it is specific or general from the whole text.
According to Wiki-Answer (2012), Reading comprehension is divided into four levels of skills, they are:
1.Literal reading Literal reading refers to ideas and fact directly stated on the printed pages literal reading is in the skill of getting the primary direct literal meaning of words, ideas or sentence in content on the literal comprehension, it can be said in this level the students can concern to find out the ideas from the text.
2.Interpretive reading Interpretive reading involves reading between the lines of making inferences. The level demands high levels of thinking ability because the question in the category of interpretation are recorded with answer that are not directly stated in the text but are suggested or implied. It can be concluded that interpretive reading makes the students to think and make an interpretation from the text.
3.Critical reading Critical reading is evaluating written, comparing the ideas has found in the material will known standard and drawing conclusion about their accuracy, appropriates, and time lines. Critical reading compares previous experience to elements in the new materials such as content styles, expression, information and ideas or valves of the author. It can be assumed this level asks the students to think and then make some critical for the author from the text.
4.Creative reading Creative reading involves going beyond the material presented by the author. Creative reading requires the reader to use their imagination. In creative reading, the readers try to purpose new alternative solution to those by the writer. It can be stated in this level the students can use their imagination ability after they read some text.
Sources:
Wiki-Answer (2011).Definition of Reading comprehension. Retrieved from: http://www.greateducationnews.com/2011/definition-of-reading-comprehension.html.
Adler Mortimer (1974). How To Read A book. Retrieved from: http://ezinearticles.com/?Improving-Reading-Comprehension---An-Introduction-To-The-Four-Levels-Of-Reading&id=5547596.
According to Berry (2005), there are three different levels of comprehension such as:
Literal Level At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information.
Interpretive Level At this level, you are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook.
Applied Level At this level, you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level.
From the explanation above, we can conclude that in reading comprehension there are three levels of understanding the reading text. They are literal level, interpretive level and applied level. The first, literal level, it is a level when the reader looks for the important things of the text. He/She memorizes the specific information, not the general idea. The second, interpretive level, at this level the reader starts to understand the important things that which he/she memorized at literal level. He/she searches the meaning of the important information in the text. The last, applied level, it is a level when the reader analyzes the text by thinking deeply. By this level, the reader can rewrites the text with his/her own explanation.
Resource: Berry, J. H. (2005). Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
There are three levels of Reading Comprehension, they are:
- The First Level: Literal Level The first level of comprehension can be called the literal level for the sake of wording because it is the most simple. At this level the reader or student can attempt to answer the question: Question: What did the author say? From the explanation, it can be stated that in Literal Level, the students should not have to understand all of content of the text but they should memorize the point, such as the date and specific fact on the text.
- The Second Level: Interpretive Level At the interpretive level, the reader or student can attempt to answer this question: Question: What was meant by what was said? From the explanation, it can be stated that in interpretive level, the students should try to understand what the author meant in his/her story, paragraph, or textbook.
- The Third Level: Applied Level At this level the reader or student can attempt to answer this question: Question: How would the author’s message apply to other situations given what you memorized and understood at the other two levels? From the explanation, it can be stated that in applied level, the students should know the message from the textbook that they have read before, then they can analyze the textbook.
Instructional Level This is the level that the child's reading instruction is based on for guided reading. A child reading at their instructional level needs adult guidance to be successful.
Independent Level This is the child's just right reading level. It is always lower than their instructional level and he/she can read and comprehend this material without adult assistance.
Frustration Level At this level the material is too difficult to read without direct assistance. Encourage your child to save this book for a later date or read it with them.
Resource : (January, 2011) title Understanding Reading Comprehension Levels Retrieved from http://www.scarsdaleschools.org/Page/5017
According to Block, Rodgers and Johnson (2004:3) there are three level of reading comprehension. They are: 1. Literal Level Literal level is defined as extracting the details of the text and recognizing the author’s purpose. In literal level, we have to make sure that the students understand clearly about the material. And they also must be able to know the author’s purpose and follow the author’s mind.
2. Inferential Level Inferential level requires students to create meaning from the text and more beyond the author’s purpose by combining the textual information with their own thoughts. In other word, inferential level forces students to use their mind and brain to connect between their personal experiences and the information from the text.
3. Metacognitive Level In general metacognition involves thinking about one’s own thinking or controlling one’s learning. So, in metacognitive, it is more about the thoughts of the reader itself.
Another statement about level of reading comprehension is from Flores and Moran (2004:4-5). They said that there are also three levels of reading comprehension, they are:
1. Literal Level At this level, a reader is able to answer simple recall question, such as who, what, where and which. Not much different like above, in here the students have to understand about the text clearly. So, they could answer simple question.
2. Inferential At this level syntax, vocabulary, grammar, language, also involves the reader’s ability to integrate the literal information of the text with his/her own prior knowledge. In here, the reader should use their own personal experience and personal knowledge in order to being connected with the material given.
3. Critical Level A reader at this level can use the integrated information and the text to demonstrate a true understanding of the author’s message through manipulation, evaluation, and extension of the story elements. It can be stated that in here, a reader can use their critical thinking to get the message from the author and to know more deep about the material itself.
Sources 1. Block, Cathy Collins; Rodgers, Lori; Johnson, Rebecca B. 2004. Comprehension Process Instruction: Creative Reading Success in Reading K-3. Retrieved from http://books.google.co.id/books?id=eByqrYcYd5gC&printsec=frontcover&dq=comprehension+process+instruction:&hl=id&sa=X&ei=oF2RT73-DY2srAeEqp3tBA&sqi=2&ved=0CCsQ6AEwAA#v=onepage&q=comprehension%20process%20instruction%3A&f=false
Reading is a thinking activity. LEVELS mean different depths of understanding, different analysis of what is meant. In other words, will be expected to read at different levels of comprehension. These three different levels of comprehension can be called the literal level, the interpretive level and the applied level. • The first level of comprehension can be called the literal level for the sake of wording because it is the most simple. At the literal level, would memorize these dates and facts. However, even though have memorized these facts, this does not mean that necessarily understand their full meaning or see the implication of these dates and facts applied to other situations. • The second level of comprehension is called the interpretive level. At this level, attempting to understand meant by what said in the story, paragraph or textbook. • The last level is called the applied level
So reading comprehension level are started at the literal level memorizing dates from history. At the interpretive level, would have examined the implications of those dates...what else was going on, what impact , on the politics of the time, etc. At the applied level,now spent a fair amount of time building learning curve and is now more able to see the larger implications of people who either are born “powerful” by their lineage of birth or have assumed power like someone elected into office. Either way, if an instructor essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...would be at the applied level of comprehension.
Retrieved : 2005 by James H. Berry, SC4. Levels of Reading Comprehension (www.sc4.edu)
READING COMPREHENSION LEVEL According to James H Berry (2005),Reading is a thinking activity.College instructors will expect that you, as a college student, will be able to read at all levels of meaning or comprehension. In this case, LEVELS mean different depths of understanding, different analysis of what is meant.These three different levels of comprehension can be called the literal level, the interpretive level and the applied level.
1.Literal Level The first level of comprehension can be called the literal level for the sake of wording because it is the most simple. At this level the reader or student can attempt to answer the question: Question: What did the author say?.At this level,Students would not have to understand the true meaning of a paragraph, however,Students could memorize the information. Instructors might ask students to read a chapter dealing with dates or specific facts.
2.Interpretive Level The second level of comprehension is called the interpretive level. At the interpretive level the reader or student can attempt to answer this question: Question: What was meant by what was said? At this level,Students are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook. It is presumed that you have already memorized certain facts at the literal level and now students are attempting to see the implications of the author’s words. At this level,students are attempting to “read between the lines.” as they say. At this level, you are attempting to understand that which students memorized at the literal level of comprehension.
3.Applied level the student has now spent a fair amount of time building his/her learning curve and is now more able to see the larger implications of people who either are born “powerful” by their lineage of birth or have assumed power like someone elected into office. Either way, if an instructor asks Students to write an essay explaining how people are affected (controlled or influenced) by power and students responded appropriately...students would be at the applied level of comprehension.
Adopted from : James Berry at SC4(2005)jberry@sc4.edu or 810-989-5559(www.sc4.edu).
A while back I wrote to ask about specific lessons that teachers had written the comprehension strategies in Mosaic of Thought, since I wanted to do some lessons in second grade classrooms. Right after that I got the book Strategies That Work. The two books together have been just what I needed to write the lessons In order to write my lessons I found myself: • using lessons right from Strategies That Work, but substituting books (in most cases) that I thought were best for the second grade kids I work with. • adding some of the specific language from Mosaic of Thought to the lesson to clarify, for students, how the activity would help them be a better reader. • modifying some of the lessons from Strategies That Work for 2nd grade (it is a K-12 book).In Strategies That Work the authors talk about "anchor lessons" and the importance of using the first lessons as a way for students to remember a specific strategy and remember it. I have tried to write some "anchor" lessons. I began my work with students last week and will continue through June. I am sure I will revise my lessons manyLeveled Reading
READING COMPHERENSION LAVEL
Leveled reading uses small-group instruction and developmentally appropriate books called leveled books. This approach recognizes that a wide range of reading ability exists within any grade level or age group, and that reading at the appropriate levels ensures success. Each session, 15 to 25 minutes, begins with introducing a book, eliciting prior knowledge, and building background. A child is placed in a small group with other children of similar ability and given a developmentally appropriate book to read. The teacher monitors and guides the reading of each child as needed. Discussion of the book follows, and the child keeps the book to read repeatedly. Subsequent lessons at the lower levels usually use an entirely new book. Leveled Books Leveled books are the key component in a leveled reading program. Reading A-Z leveled books are not selected from a collection of books and then leveled. Rather, Reading A-Z leveled books have been carefully written in accordance with standardized criteria for each level, then quality checked with custom software. Reading A-Z has specific leveling criteria for each of 27 reading levels. The books are graduated, meaning they get increasingly difficult with each succeeding level. List of Leveled Books
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 reading 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 reading 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.
Reading compherension level
Sometimes you may want to limit your search results to a specific reading level. For instance, a junior high school teacher looking for content for her students or a second-language learner might want web pages written at a basic reading level. A scientist searching for the latest findings from the experts may want to limit results to those at advanced reading levels. To limit your search results to a specific reading level, follow these steps: 1. Click More search tools on the left side of the search results page. 2. Click Reading level. You'll now see results annotated with reading levels as well as a percentage breakdown of results by reading level. 3. To filter your results by a specific reading level, select your desired level (Basic, Intermediate, or Advanced). 4. At any time, you can click the X in the right corner of the blue bar beneath the search box to go back to seeing all results.
Reading comprehension reading comprehension is achievable with these paragraph length reading passages. The content is pure text—pictures are omitted so your student is practicing decoding and comprehension skills. There are 200 reading passages with content varying between literal, interpretive, critical, and creative. Each passage has three comprehension questions labeled by skill area. You can easily identify areas of strength and weakness in these comprehension skills: • Main Idea • Details • Cause and Effect • Comparing and Contrasting • Fact or Opinion • Inferences • Paraphrasing • Predicting • Problem Solving • Sequencing • Vocabulary Comprehension is the understanding and interpretation of what is read. To be able to accurately understand written material, children need to be able to (1) decode what they read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have read. One big part of comprehension is having a sufficient vocabulary, or knowing the meanings of enough words.
According to Burns et al (1984:177), reading comprehension has four levels. They are: 1) Literal Comprehension Reading in order to acquire information that is directly stated in a selection is a prerequisite for higherlevel understanding. Recognizing stated main ideas, details, causes and effects, and sequence is the basis of literal comprehension, and thorough understanding of vocabulary, sentence meaning, and paragraph meaning is important. 2) Interpretive Comprehension Interpretive comprehension involves reading between the lines or making inferences.It is the process of deriving ideas that are implied rather than directly stated. Reader makes inferences based on their schemata. It is important to realize that children have less prior knowledge than adults and do not make inferences spontaneously; even they possess the necessary schemata or background knowledge. 3) Critical Reading Critical reading is evaluating written materials, comparing the ideas discovered in the material with standards and drawing conclusions about their accuracy, appropriateness, and timeliness. It requires the reader to have critical thinking of what they read. Critical reading depends upon literal comprehension and interpretive comprehension, and grasping implied ideas is especially important. 4) Creative Reading Creative reading involves going beyond the material presented by the author. It requires readers to think as they read, just critical reading does, and it also requires them to use their imaginations. Carver in Devine (2000: 30) divides reading comprehension into four levels, they are: 1) Decoding of words and determination of their meaning in a particular sentence 2) Combining meanings of individual words into complete understanding of the sentence 3) Understanding of the paragraph and its implied main idea, as well as cause and effect, hypothesis-proof, implications, unstated conclusions, and ideas associated with but rangential to the main idea of a paragraph 4) Evaluation of ideas, including questions of logic, proof, authenticity, and value judgments.
From the explanation above, we can assume that levels of reading comprehension reflects the abilities of the readers to acquire and understand the information from the reading text. And then the readers can analyze and intrepret the content of the text based on her or his knowledge and background. He or she practice that things chronologically, step by step until they can evaluate and appreciate it. Resource: Sibungsu in Red.2012. Levels of Reading Comprehension. Retrieved from: http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
According to James H. Berry (2005) that “reading” is a thinking activity and “level” means different depths of understanding. There are three different levels of reading comprehension, they are :
1. Literal Level (what is actually stated) it means that you would not have to understand the true meaning of each paragraphs, but you only memorize the specific facts or information.
2. Interpretive Level (implied or meant) it means that you should try to understand what the paragraph meant and to see the implications the words of the paragraph, also memorize at the literal level comprehension. If in literal level you not need to read all of the paragraph but in Interpretive, you should read between the lines to determine what is meant by what is stated.
3. Applied Level, in this level, you should take what was said in literal level and then what was meant by what was said in interpretive level and then extend or apply the concept or ideas based on the situation. On the other hand, you should apply the message of the paragraph to other situation given what you memorized and understood at the other two levels.
Adopted From : Berry, J. H. (2005). Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
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. • Reading 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
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. • Reading 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
There are three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading.
Level One
LITERAL - what is actually stated.
TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions.
Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually stated.
TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
Level Three
APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. Analyzing Synthesizing Applying In this level we are analyzing or synthesizing information and applying it to other information.
Adopted from http://academic.cuesta.edu/acasupp/AS/303.HTM
Nama : Loris Pardiansah N I M : 2010.111.375.P Reading comprehension levels
Reading 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. From Wikipedia, the free encyclopedia.
The first level of comprehension can be called the literal level for the sake of wording because it is the most simple. At this level the reader or student can attempt to answer the question: Question: What did the author say? At this level, we would not have to understand the true meaning of a paragraph, however, we could memorize the information. Instructors might ask we to read a chapter dealing with dates or specific facts. At the literal level, we would memorize these dates and facts. However, even though us have memorized these facts, this does not mean that you necessarily understand their full meaning or see the implication of these dates and facts applied to other situations. At the literal level, we are looking at what was written by an author at “face value”, little interpretation is needed.
Interpretive Level
The second level of comprehension is called the interpretive level. At the interpretive level the reader or student can attempt to answer this question: Question: What was meant by what was said? At this level, we are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook. It is presumed that we have already memorized certain facts at the literal level and now we are attempting to see the implications of the author’s words. At this level, you are attempting to “read between the lines.” as they say. At this level, you are attempting to understand that which you memorized at the literal level of comprehension. Instead of looking at the facts concerning when King Henry VIII ascended the throne of England, perhaps now we are attempting to understand the social implications and the political implications of his ascension to the throne. Perhaps a teacher might ask us,
Applied Level
The last level is called the applied level. At this level the reader or student can attempt to answer this question: Question: How would the author’s message apply to other situations given what you memorized and understood at the other two levels? At this level, we are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level. This presumes that we have already reached the previous two levels. At this level, they are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. For example, still following the ideas about King Henry VIII, what if the history professor lectured on “power,” the power that monarchs have, assume, take control of, etc. In that discussion, if s/he asked we to consider this question, think about how they would respond.
For a more thorough discussion of each of these topics, please consider enrolling in RD 075 (Study Skills). It is a 1 credit hour course that meets at various times throughout the year. Please consult your current Schedule Planner on the WAVE for dates and times. Or contact Professor James Berry at SC4. jberry@sc4.edu or 810-989-5559 (www.sc4.edu)
Name : SILVIA WULAN SARI NIM : 2009 111 104 Semester / Class : 6 / Regular B
READING COMPREHENSION LEVEL According to Cuesta College ( 2004 ), There are three levels in reading comprehension, the first is Literal the meaning is actually stated. The second is Interpretive the meaning is implied or meant, rather than what is actually stated. And the last is Applied is taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. From the explanation of the reading comprehension level it can be stated that when we read a text to comprehend it, we must pass three level they are literal, interpretive and applied in order to we can more easily to understand the meaning of the that text. Resource : Cuesta College ( 2004 ). Level Of Comprehension. Retrieved from : http://academic.cuesta.edu/acasupp/as/303.HTM
according to Cuesta college (2004) there are 3 level in reading comprehension level there are level one : LITERAL - what is actually stated. Facts and details Rote learning and memorization Surface understanding only
Level Two INTERPRETIVE - what is implied or meant, rather than what is actually stated. Drawing inferences Tapping into prior knowledge / experience Attaching new learning to old information Making logical leaps and educated guesses Reading between the lines to determine what is meant by what its stated
Level Three APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. Analyzing Synthesizing Applying
from the text can be conclude that : there are 3 level in reading comprehension level that what is actually stated, what is implied or meant, rather than what is actually stated and taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
adopted from : College,Cuesta (2004) reading comprehension level. retrieved from :http://academic.cuesta.edu/acasupp/AS/303.HTM
The three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading. • Least = surface, simple reading • Most = in-depth, complex reading Level One LITERAL - what is actually stated. • Facts and details • Rote learning and memorization • Surface understanding only TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions. Common questions used to illicit this type of thinking are who, what, when, and where questions. Level Two INTERPRETIVE - what is implied or meant, rather than what is actually stated. • Drawing inferences • Tapping into prior knowledge / experience • Attaching new learning to old information • Making logical leaps and educated guesses • Reading between the lines to determine what is meant by what is stated. TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how. Level Three APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. • Analyzing • Synthesizing • Applying In this level we are analyzing or synthesizing information and applying it to other information.
adopted from : http://academic.cuesta.edu/acasupp/as/303.htm
Name : YAYANA APRIANTO NIM : 2009 111 106 Semester / Class : 6 / Regular B
Reading Comprehension Lesson Plans
If we teach reading, we know how important it is to measure your students' reading abilities. Without knowing what their reading levels are, it's impossible to plan lessons well. Furthermore, even within the same grade, there is usually a broad range of reading comprehension levels. Grouping students by level is crucial for implementing your reading comprehension lesson plans; otherwise, students who learn faster will be bored and students who learn more slowly will be frustrated. Small reading groups ensure that assignments fit students' needs, and students will be more likely to maintain a positive attitude toward reading.
Your reading comprehension lesson plans should include interesting material for your students to read. Obviously, if you can give them reading that they enjoy they usually will do much better with the material and find it more interesting. It might be a good idea to find out about each student's specific interests, and occasionally give students individualized reading assignments. While this requires some extra effort, it will make students feel special and increase their connection to the subject matter. With these reading materials you should provide questions, either on a worksheet or verbally, that will make sure that students comprehend what they are reading. Remind your students that reading as fast as they can will not help them answer the questions. Many students want to be done first, but speed is not as important as how much they comprehend. Think of these questions about reading as a conversation, and try to connect the material as much as possible to the students' lives and experiences. This should help them to see that reading isn't just something that grownups do (or don't do, depending on the example set by adults in their lives).
Be sure to include class discussions in your reading comprehension lesson plans . Often, discussion can help students be more aware of what they have read. Make sure in class discussions that everyone participates; this is another way to evaluate the success of your reading comprehension lesson plans. Always be sure to watch for any students who might be struggling in this area and offer them any extra help they may need. It's also a good idea to include a “read-aloud” time so that you can model good reading practices for students (such as correcting mistakes that you make as you read, sounding out words, and varying your reading tone and inflection). Even older students appreciate the entertainment of a teacher reading a good story to them. Remember to pause your read-aloud time at a dramatic moment or cliffhanger so that your students will want to hear more! This reinforces the idea that reading is a reward, not a chore.
The three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading.
Least = surface, simple reading Most = in-depth, complex reading
Level One
LITERAL - what is actually stated.
Facts and details Rote learning and memorization Surface understanding only
TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions.
Common questions used to illicit this type of thinking are who, what, when, and where questions. Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually stated.
Drawing inferences Tapping into prior knowledge / experience Attaching new learning to old information Making logical leaps and educated guesses Reading between the lines to determine what is meant by what is stated.
TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how. Level Three
APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
Analyzing Synthesizing Applying
In this level we are analyzing or synthesizing information and applying it to other information.
name : Arny Octaria. P
ReplyDeleteNim : 2009 111 366
READING COMPREHENSION LEVEL
Levels of Comprehension
The three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading.
Least = surface, simple reading
Most = in-depth, complex reading
Level One
LITERAL - what is actually stated.
Facts and details
Rote learning and memorization
Surface understanding only
TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions.
Common questions used to illicit this type of thinking are who, what, when, and where questions.
Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually stated.
Drawing inferences
Tapping into prior knowledge / experience
Attaching new learning to old information
Making logical leaps and educated guesses
Reading between the lines to determine what is meant by what is stated.
TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
Level Three
APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
Analyzing
Synthesizing
Applying
In this level we are analyzing or synthesizing information and applying it to other information.
Name : VERAWATY
ReplyDeleteNIM : 2009 111 186
CLASS : REGULAR B
SEMESTER : 6(ENAM)
READING COMPREHENSION LEVEL
According to ACCADEMIC SUPPORT (2004):
Level of Comprehension:
1. LITERAL - what is actually stated.
• Facts and details
• Rote learning and memorization
• Surface understanding only
TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions.
Common questions used to illicit this type of thinking are who, what, when, and where questions.
2. INTERPRETIVE - what is implied or meant, rather than what is actually stated.
• Drawing inferences
• Tapping into prior knowledge / experience
• Attaching new learning to old information
• Making logical leaps and educated guesses
• Reading between the lines to determine what is meant by what is stated.
TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
3. APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
• Synthesizing
• Applying
In this level we are analyzing or synthesizing information and applying it to other information.
Adopted From:
Cuesta College (2004/ September 2sc, 2004). Reading Comprehension Level. Retried From: http://academic.cuesta.edu/acasupp/AS/303.HTM
Name : Lusi Hartiyas
ReplyDeleteNIM : 2009 111 240
READING COMPREHENSION LEVEL
According to James H. Berry, SC4, (2005), Reading is a thinking activity, will be able to read at all levels of meaning or comprehension. In this case, levels mean different depths of understanding, different analysis of what is meant. In other words, you will be expected to read at different levels of comprehension. These three different levels of comprehension :
- The literal level.
- The interpretive level.
- The applied level.
From the explanation above, I concluded that in reading comprehension we must get reading comprehension levels, comprehension levels means ability levels to reading, every levels have different understanding to read, different analysis to meaning. So, when we read we are in the specific comprehension levels. And there are three comprehension levels:
- The literal level, at the level we must not to understand the true meaning, but we just can memorize or know about what we read.
- The interpretive level, at the level we try to understand about the writer means, and we can answer the question about this.
- The applied level, at the level we have to answer the questions, we must thinking more about what we read, we must more critical and analyzing what the message from the author, and applied it for other settings.
Adopted from :
Berry H James, SC4,(2005). Levels of Reading Comprehension. Retrieved from: www.sc4.edu/.../h7levelsreading.com
RITA NAULI
ReplyDelete2009 111 371
REGULER B
According to Reference.Com (2012), there are four reading comprehension level:
1. The Literal level, is based on what was actually stated in the material.
From the statement, Literal which reader or students just for understand basic meaning of material.
2. Interpretive or Inferential, depending on the theorist in question, goes a step further. It’s mean, Interpretive or Inferential, in this level the reader or students not only understand basic meaning of material, but also about general material.
3. Applied or Evaluative, is the level that deals with the student applying what was shared to real life events or situations.
From the statement, Applied or Evaluative, the reader or students can be applying what that understand and comprehend about material.
4. Appreciative, is based on the student's own feelings towards the material or author.
It’s mean, Appreciative, in the final level, personality can affect the reader or students. They must to go through all four levels of comprehension. So, can be measure ability level by the students.
Adopted from:
Reference.Com (2012). Four Levels of Comprehension.
Retrieved from: http://www.reference.com/motif/education/four-levels-of-comprehension
Name : Yulianti
ReplyDeleteNIM : 2009 111 046
READING COMPREHENSION LEVEL
According to Mortimer Adler (1974) there are four levels of reading comprehension, they are:
1.Elementary Reading. It is the stage where the students are learning how to read. It can be stated that in this level, the students learn the way of reading for the first time and they learn how to pronounce it.
2.Inspectional Reading. It is the stage where the students get the main idea from a text. It can be concluded that the students must be able to understand the text in order to they can get the idea from the text.
3.Analytic Reading. It requires you to learn the meaning and significance of material, and not just have a superficial understanding. It can be assumed that the students must not only study the pronunciation but also the meaning of the text, and the function from the text.
4.Syntopical Reading. It is gathering information for a number of different texts, and then synthesizing the information in a coherent whole. It can be concluded that in this level the students must be able to get the information either it is specific or general from the whole text.
According to Wiki-Answer (2012), Reading comprehension is divided into four levels of skills, they are:
1.Literal reading
Literal reading refers to ideas and fact directly stated on the printed pages literal reading is in the skill of getting the primary direct literal meaning of words, ideas or sentence in content on the literal comprehension, it can be said in this level the students can concern to find out the ideas from the text.
2.Interpretive reading
Interpretive reading involves reading between the lines of making inferences. The level demands high levels of thinking ability because the question in the category of interpretation are recorded with answer that are not directly stated in the text but are suggested or implied. It can be concluded that interpretive reading makes the students to think and make an interpretation from the text.
3.Critical reading
Critical reading is evaluating written, comparing the ideas has found in the material will known standard and drawing conclusion about their accuracy, appropriates, and time lines. Critical reading compares previous experience to elements in the new materials such as content styles, expression, information and ideas or valves of the author. It can be assumed this level asks the students to think and then make some critical for the author from the text.
4.Creative reading
Creative reading involves going beyond the material presented by the author. Creative reading requires the reader to use their imagination. In creative reading, the readers try to purpose new alternative solution to those by the writer. It can be stated in this level the students can use their imagination ability after they read some text.
Sources:
Wiki-Answer (2011).Definition of Reading comprehension. Retrieved from: http://www.greateducationnews.com/2011/definition-of-reading-comprehension.html.
Adler Mortimer (1974). How To Read A book. Retrieved from: http://ezinearticles.com/?Improving-Reading-Comprehension---An-Introduction-To-The-Four-Levels-Of-Reading&id=5547596.
NAME : MEITA DWI PUTRI
ReplyDeleteNIM : 2009.111.126
READING COMPREHENSION LEVEL
According to Berry (2005), there are three different levels of comprehension such as:
Literal Level
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information.
Interpretive Level
At this level, you are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook.
Applied Level
At this level, you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level.
From the explanation above, we can conclude that in reading comprehension there are three levels of understanding the reading text. They are literal level, interpretive level and applied level. The first, literal level, it is a level when the reader looks for the important things of the text. He/She memorizes the specific information, not the general idea. The second, interpretive level, at this level the reader starts to understand the important things that which he/she memorized at literal level. He/she searches the meaning of the important information in the text. The last, applied level, it is a level when the reader analyzes the text by thinking deeply. By this level, the reader can rewrites the text with his/her own explanation.
Resource:
Berry, J. H. (2005). Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAME : SISKA APRILIA
ReplyDeleteNIM : 2009 111 194
READING COMPREHENSION LEVEL
According to James H. Berry (2005):
There are three levels of Reading Comprehension, they are:
- The First Level: Literal Level
The first level of comprehension can be called the literal level for the sake of wording because it is the most simple. At this level the reader or student can attempt to answer the question: Question: What did the author say?
From the explanation, it can be stated that in Literal Level, the students should not have to understand all of content of the text but they should memorize the point, such as the date and specific fact on the text.
- The Second Level: Interpretive Level
At the interpretive level, the reader or student can attempt to answer this question: Question: What was meant by what was said?
From the explanation, it can be stated that in interpretive level, the students should try to understand what the author meant in his/her story, paragraph, or textbook.
- The Third Level: Applied Level
At this level the reader or student can attempt to answer this question: Question: How would the author’s message apply to other situations given what you memorized and understood at the other two levels?
From the explanation, it can be stated that in applied level, the students should know the message from the textbook that they have read before, then they can analyze the textbook.
Adopted from:
Berry, H, James. (2005). Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAME : SENTRA OKTOBERIA
ReplyDeleteNIM : 2009 111 202
Understanding Reading Comprehension Levels
Instructional Level
This is the level that the child's reading instruction is based on for guided reading. A child reading at their instructional level needs adult guidance to be successful.
Independent Level
This is the child's just right reading level. It is always lower than their instructional level and he/she can read and comprehend this material without adult assistance.
Frustration Level
At this level the material is too difficult to read without direct assistance. Encourage your child to save this book for a later date or read it with them.
Resource :
(January, 2011) title Understanding Reading Comprehension Levels
Retrieved from http://www.scarsdaleschools.org/Page/5017
Name : Ananda Tri Cahya Putri
ReplyDeleteNIM : 2009111332
Levels of Reading Comprehension
According to Block, Rodgers and Johnson (2004:3) there are three level of reading comprehension. They are:
1. Literal Level
Literal level is defined as extracting the details of the text and recognizing the author’s purpose. In literal level, we have to make sure that the students understand clearly about the material. And they also must be able to know the author’s purpose and follow the author’s mind.
2. Inferential Level
Inferential level requires students to create meaning from the text and more beyond the author’s purpose by combining the textual information with their own thoughts. In other word, inferential level forces students to use their mind and brain to connect between their personal experiences and the information from the text.
3. Metacognitive Level
In general metacognition involves thinking about one’s own thinking or controlling one’s learning. So, in metacognitive, it is more about the thoughts of the reader itself.
Another statement about level of reading comprehension is from Flores and Moran (2004:4-5). They said that there are also three levels of reading comprehension, they are:
1. Literal Level
At this level, a reader is able to answer simple recall question, such as who, what, where and which. Not much different like above, in here the students have to understand about the text clearly. So, they could answer simple question.
2. Inferential
At this level syntax, vocabulary, grammar, language, also involves the reader’s ability to integrate the literal information of the text with his/her own prior knowledge. In here, the reader should use their own personal experience and personal knowledge in order to being connected with the material given.
3. Critical Level
A reader at this level can use the integrated information and the text to demonstrate a true understanding of the author’s message through manipulation, evaluation, and extension of the story elements. It can be stated that in here, a reader can use their critical thinking to get the message from the author and to know more deep about the material itself.
Sources
1. Block, Cathy Collins; Rodgers, Lori; Johnson, Rebecca B. 2004. Comprehension Process Instruction: Creative Reading Success in Reading K-3. Retrieved from http://books.google.co.id/books?id=eByqrYcYd5gC&printsec=frontcover&dq=comprehension+process+instruction:&hl=id&sa=X&ei=oF2RT73-DY2srAeEqp3tBA&sqi=2&ved=0CCsQ6AEwAA#v=onepage&q=comprehension%20process%20instruction%3A&f=false
2. Flores, Debra; Moran, Alyssa. 2004. Grades 4-6 Reading Comprehension. Retrieved from http://books.google.co.id/books?id=McTi15qwlSwC&printsec=frontcover&dq=grades+4-6+reading+comprehension&hl=id&sa=X&ei=zE-RT7LeBMiJrAeYpMz6BA&ved=0CDUQ6AEwAA#v=onepage&q=grades%204-6%20reading%20comprehension&f=false
NAME : SUSILAWATI
ReplyDeleteNIM : 2009.111.062.P
LEVEL READING OF COMPREHENSION
Reading is a thinking activity.
LEVELS mean different depths of understanding, different analysis of what is meant. In other words, will be expected to read at different levels of comprehension. These three different levels of comprehension can be called the literal level, the interpretive level and the applied level.
• The first level of comprehension can be called the literal level for the sake of wording because it is the most simple. At the literal level, would memorize these dates and facts. However, even though have memorized these facts, this does not mean that necessarily understand their full meaning or see the implication of these dates and facts applied to other situations.
• The second level of comprehension is called the interpretive level. At this level, attempting to understand meant by what said in the story, paragraph or textbook.
• The last level is called the applied level
So reading comprehension level are started at the literal level memorizing dates from history. At the interpretive level, would have examined the implications of those dates...what else was going on, what impact , on the politics of the time, etc. At the applied level,now spent a fair amount of time building learning curve and is now more able to see the larger implications of people who either are born “powerful” by their lineage of birth or have assumed power like someone elected into office. Either way, if an instructor essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...would be at the applied level of comprehension.
Retrieved :
2005 by James H. Berry, SC4. Levels of Reading Comprehension
(www.sc4.edu)
NAME :NOVARIA OCTAVIANTY
ReplyDeleteNIM :2009111081
READING COMPREHENSION LEVEL
According to James H Berry (2005),Reading is a thinking activity.College instructors will expect that you, as a college student, will be able to read at all levels of meaning or comprehension. In this case, LEVELS mean different depths of understanding, different analysis of what is meant.These three different levels of comprehension can be called the literal level, the interpretive level and the applied level.
1.Literal Level
The first level of comprehension can be called the literal level for the sake of wording because it is the most simple. At this level the reader or student can attempt to answer the question: Question: What did the author say?.At this level,Students would not have to understand the true meaning of a paragraph, however,Students could memorize the information. Instructors might ask students to read a chapter dealing with dates or specific facts.
2.Interpretive Level
The second level of comprehension is called the interpretive level. At the interpretive level the reader or student can attempt to answer this question: Question: What was meant by what was said?
At this level,Students are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook. It is presumed that you have already memorized certain facts at the literal level and now students are attempting to see the implications of the author’s words. At this level,students are attempting to “read between the lines.” as they say. At this level, you are attempting to understand that which students memorized at the literal level of comprehension.
3.Applied level
the student has now spent a fair amount of time building his/her learning curve and is now more able to see the larger implications of people who either are born “powerful” by their lineage of birth or have assumed power like someone elected into office. Either way, if an instructor asks Students to write an essay explaining how people are affected (controlled or influenced) by power and students responded appropriately...students would be at the applied level of comprehension.
Adopted from :
James Berry at SC4(2005)jberry@sc4.edu or 810-989-5559(www.sc4.edu).
Nama : KARLINDAH
ReplyDeleteNIM : 2009 111 267
Reading Comprehension
A while back I wrote to ask about specific lessons that teachers had written the comprehension strategies in Mosaic of Thought, since I wanted to do some lessons in second grade classrooms. Right after that I got the book Strategies That Work. The two books together have been just what I needed to write the lessons In order to write my lessons I found myself:
• using lessons right from Strategies That Work, but substituting books (in most cases) that I thought were best for the second grade kids I work with.
• adding some of the specific language from Mosaic of Thought to the lesson to clarify, for students, how the activity would help them be a better reader.
• modifying some of the lessons from Strategies That Work for 2nd grade (it is a K-12 book).In Strategies That Work the authors talk about "anchor lessons" and the importance of using the first lessons as a way for students to remember a specific strategy and remember it. I have tried to write some "anchor" lessons. I began my work with students last week and will continue through June. I am sure I will revise my lessons manyLeveled Reading
READING COMPHERENSION LAVEL
Leveled reading uses small-group instruction and developmentally appropriate books called leveled books. This approach recognizes that a wide range of reading ability exists within any grade level or age group, and that reading at the appropriate levels ensures success. Each session, 15 to 25 minutes, begins with introducing a book, eliciting prior knowledge, and building background. A child is placed in a small group with other children of similar ability and given a developmentally appropriate book to read. The teacher monitors and guides the reading of each child as needed. Discussion of the book follows, and the child keeps the book to read repeatedly. Subsequent lessons at the lower levels usually use an entirely new book.
Leveled Books
Leveled books are the key component in a leveled reading program. Reading A-Z leveled books are not selected from a collection of books and then leveled. Rather, Reading A-Z leveled books have been carefully written in accordance with standardized criteria for each level, then quality checked with custom software. Reading A-Z has specific leveling criteria for each of 27 reading levels. The books are graduated, meaning they get increasingly difficult with each succeeding level.
List of Leveled Books
http://www.readinglady.com/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=2http://www.majortests.com/sat/reading-comprehension
http://www.readinga-z.com/guided/index.html
NAMA :YUYUN MURNIASIH
ReplyDeleteNIM :2009 111 367
Reading 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 reading 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 reading 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.
Reading compherension level
Sometimes you may want to limit your search results to a specific reading level. For instance, a junior high school teacher looking for content for her students or a second-language learner might want web pages written at a basic reading level. A scientist searching for the latest findings from the experts may want to limit results to those at advanced reading levels.
To limit your search results to a specific reading level, follow these steps:
1. Click More search tools on the left side of the search results page.
2. Click Reading level. You'll now see results annotated with reading levels as well as a percentage breakdown of results by reading level.
3. To filter your results by a specific reading level, select your desired level (Basic, Intermediate, or Advanced).
4. At any time, you can click the X in the right corner of the blue bar beneath the search box to go back to seeing all results.
http://support.google.com/websearch/bin/answer.py?hl=en&answer=1095407
http://en.wikipedia.org/wiki/Reading_comprehension
NAME : NAZMIRA AZZAHRA
ReplyDeleteReading comprehension
reading comprehension is achievable with these paragraph length reading passages. The content is pure text—pictures are omitted so your student is practicing decoding and comprehension skills.
There are 200 reading passages with content varying between literal, interpretive, critical, and creative. Each passage has three comprehension questions labeled by skill area. You can easily identify areas of strength and weakness in these comprehension skills:
• Main Idea
• Details
• Cause and Effect
• Comparing and Contrasting
• Fact or Opinion
• Inferences
• Paraphrasing
• Predicting
• Problem Solving
• Sequencing
• Vocabulary
Comprehension is the understanding and interpretation of what is read. To be able to accurately understand written material, children need to be able to (1) decode what they read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have read. One big part of comprehension is having a sufficient vocabulary, or knowing the meanings of enough words.
http://www.readingrockets.org/helping/target/comprehension/
Name : Risnayanti
ReplyDeleteNim : 2009111323
LEVELS OF READING COMPREHENSION
Levels of Reading Comprehension
According to Burns et al (1984:177), reading comprehension has four levels. They are:
1) Literal Comprehension
Reading in order to acquire information that is directly stated in a selection is a prerequisite for higherlevel understanding. Recognizing stated main ideas, details, causes and effects, and sequence is the basis of literal comprehension, and thorough understanding of vocabulary, sentence meaning, and paragraph meaning is important.
2) Interpretive Comprehension
Interpretive comprehension involves reading between the lines or making inferences.It is the process of deriving ideas that are implied rather than directly stated. Reader makes inferences based on their schemata. It is important to realize that children have less prior knowledge than adults and do not make inferences spontaneously; even they possess the necessary schemata or background knowledge.
3) Critical Reading
Critical reading is evaluating written materials, comparing the ideas discovered in the material with standards and drawing conclusions about their accuracy, appropriateness, and timeliness. It requires the reader to have critical thinking of what they read. Critical reading depends upon literal comprehension and interpretive comprehension, and grasping implied ideas is especially important.
4) Creative Reading
Creative reading involves going beyond the material presented by the author. It requires readers to think as they read, just critical reading does, and it also requires them to use their imaginations.
Carver in Devine (2000: 30) divides reading comprehension into four levels, they are:
1) Decoding of words and determination of their meaning in a particular sentence
2) Combining meanings of individual words into complete understanding of the sentence
3) Understanding of the paragraph and its implied main idea, as well as cause and effect, hypothesis-proof, implications, unstated conclusions, and ideas associated with but rangential to the main idea of a paragraph
4) Evaluation of ideas, including questions of logic, proof, authenticity, and value judgments.
From the explanation above, we can assume that levels of reading comprehension reflects the abilities of the readers to acquire and understand the information from the reading text. And then the readers can analyze and intrepret the content of the text based on her or his knowledge and background. He or she practice that things chronologically, step by step until they can evaluate and appreciate it.
Resource:
Sibungsu in Red.2012. Levels of Reading Comprehension. Retrieved from: http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
Name : Tirta Widyanata
ReplyDeleteNIM : 2009 111 132
>> READING COMPREHENSION LEVEL <<
According to James H. Berry (2005) that “reading” is a thinking activity and “level” means different depths of understanding. There are three different levels of reading comprehension, they are :
1. Literal Level (what is actually stated) it means that you would not
have to understand the true meaning of each paragraphs, but you only
memorize the specific facts or information.
2. Interpretive Level (implied or meant) it means that you should try to
understand what the paragraph meant and to see the implications the
words of the paragraph, also memorize at the literal level
comprehension. If in literal level you not need to read all of the
paragraph but in Interpretive, you should read between the lines to
determine what is meant by what is stated.
3. Applied Level, in this level, you should take what was said in literal
level and then what was meant by what was said in interpretive level
and then extend or apply the concept or ideas based on the situation.
On the other hand, you should apply the message of the paragraph to
other situation given what you memorized and understood at the other
two levels.
Adopted From :
Berry, J. H. (2005). Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAME : AMARIA
ReplyDeleteComprehension has the following meanings:
• In general usage, and more specifically in reference to education and psychology, it has roughly the same meaning as understanding.
• Reading 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
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.
• Reading 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
http://en.wikipedia.org/wiki/Comprehension
Name : Emilda Kontesa
ReplyDeleteNIM : 2009.111.381
Levels of Comprehension
There are three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading.
Level One
LITERAL - what is actually stated.
TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions.
Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually stated.
TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
Level Three
APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
Analyzing
Synthesizing
Applying
In this level we are analyzing or synthesizing information and applying it to other information.
Adopted from http://academic.cuesta.edu/acasupp/AS/303.HTM
Nama : Loris Pardiansah
ReplyDeleteN I M : 2010.111.375.P
Reading comprehension levels
Reading 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. From Wikipedia, the free encyclopedia.
Levels of Reading Comprehension
Copyright © 2005 by James H. Berry, SC4
These three different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
Literal Level
The first level of comprehension can be called the literal level for the sake of wording because it is the most simple. At this level the reader or student can attempt to answer the question: Question: What did the author say?
At this level, we would not have to understand the true meaning of a paragraph, however, we could memorize the information. Instructors might ask we to read a chapter dealing with dates or specific facts. At the literal level, we would memorize these dates and facts. However, even though us have memorized these facts, this does not mean that you necessarily understand their full meaning or see the implication of these dates and facts applied to other situations. At the literal level, we are looking at what was written by an author at “face value”, little interpretation is needed.
Interpretive Level
The second level of comprehension is called the interpretive level. At the interpretive level the reader or student can attempt to answer this question: Question: What was meant by what was said?
At this level, we are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook. It is presumed that we have already memorized certain facts at the literal level and now we are attempting to see the implications of the author’s words. At this level, you are attempting to “read between the lines.” as they say. At this level, you are attempting to understand that which you memorized at the literal level of comprehension.
Instead of looking at the facts concerning when King Henry VIII ascended the throne of England, perhaps now we are attempting to understand the social implications and the political implications of his ascension to the throne. Perhaps a teacher might ask us,
Applied Level
The last level is called the applied level. At this level the reader or student can attempt to answer this question: Question: How would the author’s message apply to other situations given what you memorized and understood at the other two levels?
At this level, we are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level. This presumes that we have already reached the previous two levels. At this level, they are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
For example, still following the ideas about King Henry VIII, what if the history professor lectured on “power,” the power that monarchs have, assume, take control of, etc. In that discussion, if s/he asked we to consider this question, think about how they would respond.
For a more thorough discussion of each of these topics, please consider enrolling in RD 075 (Study Skills). It is a 1 credit hour course that meets at various times throughout the year. Please consult your current Schedule Planner on the WAVE for dates and times. Or contact Professor James Berry at SC4. jberry@sc4.edu or 810-989-5559 (www.sc4.edu)
Name : SILVIA WULAN SARI
ReplyDeleteNIM : 2009 111 104
Semester / Class : 6 / Regular B
READING COMPREHENSION LEVEL
According to Cuesta College ( 2004 ), There are three levels in reading comprehension, the first is Literal the meaning is actually stated. The second is Interpretive the meaning is implied or meant, rather than what is actually stated. And the last is Applied is taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
From the explanation of the reading comprehension level it can be stated that when we read a text to comprehend it, we must pass three level they are literal, interpretive and applied in order to we can more easily to understand the meaning of the that text.
Resource :
Cuesta College ( 2004 ). Level Of Comprehension. Retrieved from : http://academic.cuesta.edu/acasupp/as/303.HTM
name : rindi oktaria
ReplyDeletenim : 2009 111 349
according to Cuesta college (2004) there are 3 level in reading comprehension level there are
level one :
LITERAL - what is actually stated.
Facts and details
Rote learning and memorization
Surface understanding only
Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually stated.
Drawing inferences
Tapping into prior knowledge / experience
Attaching new learning to old information
Making logical leaps and educated guesses
Reading between the lines to determine what is meant by what its stated
Level Three
APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
Analyzing
Synthesizing
Applying
from the text can be conclude that : there are 3 level in reading comprehension level that what is actually stated, what is implied or meant, rather than what is actually stated and taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
adopted from : College,Cuesta (2004) reading comprehension level.
retrieved from :http://academic.cuesta.edu/acasupp/AS/303.HTM
Name : Aryani
ReplyDeleteNIM : 2010.111.359.P
The three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading.
• Least = surface, simple reading
• Most = in-depth, complex reading
Level One
LITERAL - what is actually stated.
• Facts and details
• Rote learning and memorization
• Surface understanding only
TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions.
Common questions used to illicit this type of thinking are who, what, when, and where questions.
Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually stated.
• Drawing inferences
• Tapping into prior knowledge / experience
• Attaching new learning to old information
• Making logical leaps and educated guesses
• Reading between the lines to determine what is meant by what is stated.
TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
Level Three
APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
• Analyzing
• Synthesizing
• Applying
In this level we are analyzing or synthesizing information and applying it to other information.
adopted from : http://academic.cuesta.edu/acasupp/as/303.htm
Name : YAYANA APRIANTO
ReplyDeleteNIM : 2009 111 106
Semester / Class : 6 / Regular B
Reading Comprehension Lesson Plans
If we teach reading, we know how important it is to measure your students' reading abilities. Without knowing what their reading levels are, it's impossible to plan lessons well. Furthermore, even within the same grade, there is usually a broad range of reading comprehension levels. Grouping students by level is crucial for implementing your reading comprehension lesson plans; otherwise, students who learn faster will be bored and students who learn more slowly will be frustrated. Small reading groups ensure that assignments fit students' needs, and students will be more likely to maintain a positive attitude toward reading.
Your reading comprehension lesson plans should include interesting material for your students to read. Obviously, if you can give them reading that they enjoy they usually will do much better with the material and find it more interesting. It might be a good idea to find out about each student's specific interests, and occasionally give students individualized reading assignments. While this requires some extra effort, it will make students feel special and increase their connection to the subject matter. With these reading materials you should provide questions, either on a worksheet or verbally, that will make sure that students comprehend what they are reading. Remind your students that reading as fast as they can will not help them answer the questions. Many students want to be done first, but speed is not as important as how much they comprehend. Think of these questions about reading as a conversation, and try to connect the material as much as possible to the students' lives and experiences. This should help them to see that reading isn't just something that grownups do (or don't do, depending on the example set by adults in their lives).
Be sure to include class discussions in your reading comprehension lesson plans . Often, discussion can help students be more aware of what they have read. Make sure in class discussions that everyone participates; this is another way to evaluate the success of your reading comprehension lesson plans. Always be sure to watch for any students who might be struggling in this area and offer them any extra help they may need. It's also a good idea to include a “read-aloud” time so that you can model good reading practices for students (such as correcting mistakes that you make as you read, sounding out words, and varying your reading tone and inflection). Even older students appreciate the entertainment of a teacher reading a good story to them. Remember to pause your read-aloud time at a dramatic moment or cliffhanger so that your students will want to hear more! This reinforces the idea that reading is a reward, not a chore.
Source : http://www.socialstudieshelp.com/topics/reading-comprehension-lesson-plans.html
READING COMPREHENSION LEVEL
ReplyDeleteThe three levels of comprehension, or sophistication of thinking, are presented in the following hierarchy from the least to the most sophisticated level of reading.
Least = surface, simple reading
Most = in-depth, complex reading
Level One
LITERAL - what is actually stated.
Facts and details
Rote learning and memorization
Surface understanding only
TESTS in this category are objective tests dealing with true / false, multiple choice and fill-in-the blank questions.
Common questions used to illicit this type of thinking are who, what, when, and where questions.
Level Two
INTERPRETIVE - what is implied or meant, rather than what is actually stated.
Drawing inferences
Tapping into prior knowledge / experience
Attaching new learning to old information
Making logical leaps and educated guesses
Reading between the lines to determine what is meant by what is stated.
TESTS in this category are subjective, and the types of questions asked are open-ended, thought-provoking questions like why, what if, and how.
Level Three
APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation.
Analyzing
Synthesizing
Applying
In this level we are analyzing or synthesizing information and applying it to other information.
Name : Sri Ningsih
NIM : 2009111359