According to Davidson(2012).Said that reading comprehension level is an activity that indicates how much reader understand and retain information that is read. When reader reading comprehension level is high, it makes for more enjoyable reading. When reader understand it the first time, reader don't have to keep backing up to re-read what reader have already read. The more you practice their reading, the more your reading comprehension skills will increase. Choose a test that represents your reading level.Read the assigned passage of text from beginning to end. Try not to back up and re-read text. Instead, keep moving from left to right. From the expert can be assumed that reading comprehension level means that an activity that show how much reader understand the information that have been read.there are two ways to increase rader reading level.Firstly,find the test that suitable for reader.Secondly.read the text start from begining until end,and left to right.
Davidson(2012)How to Test Your Reading Comprehension.Retrieved From: http://www.ehow.com/how_7182675_test-reading-comprehension.html
According to Berry (2005) stated that there are three different levels of comprehension can be called the literal level, the interpretive level and the applied 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? 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? 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?
From the expert’s explanation can be assumed that Literal level is the level where the readers can answer the questions that are stated information on the text (for example about the dates or facts). Interpretive level is the level where the readers have understood the message from the writers on the text. Applied level is the level where the readers can read the implicit information on the text and know how the information is affected something or somebody.
Reference:
Berry, James H. (2005). Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed on: 30 April 2012
According to James (2005) states that there are 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, the reader would not have to understand the true meaning of a paragraph, however, the reader could memorize the information.
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, the readers are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook.
3. 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, the readers are attempting to elevate or raise their thinking one more “notch” or level to a more critical, analyzing level.
From the explanation based on expert can assumed that :
There are three levels of reading comprehension level that is literal level, interpretive level and applied level. Literal level is what is actually stated, interpretive is what is implied or meant, rather than what is actually stated and applied level 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. Resources : Berry, James H. 2005. Levels of Reading Comprehension. Available on : https://docs.google.com/viewer?a=v&q=cache:b8f0uBPfj7IJ:www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc+level+of+READING+COMPREHENSION. Accessed on : Monday, 30 of April 2012
Cuesta College (2004) states that there are three levels of reading comprehension, all of them presented as a hierarchy form from simple reading until complex reading. There are “literal, interpretive and apply.” 1. Literal
It means that “what will state by the reader.” • Facts and details • Memorization • Only understanding first. The reader only read the text while comprehending the text or read the text detail, then try to remember what the reader has gotten and comprehend or understand the sense that has already gotten. For the “test” of level one type, usually relate to objective tests such as multiple choice, true/false question and fill in the blank. Usually using 5W-H questions. 2. Interpretive
It means that “what the reader mean or imply rather than actually stated.” • Describing inferences • Connecting to previous experience / knowledge • Making logical and educated guessing • Reading between the lines to determine what is meant by what is stated. After reading while comprehending the text and can mention what actually stated by the readers. Then, the readers try to interpret the passage by describing the conclusion, connecting to the readers previous experience and making logical guessing. Type of test for interpretive usually subjective and types of questions that asked to the reader are open-ended or the reader free to answer the question by their own words but relate to the reading and the question. 3. Applied
It means that take what was said (literal) and then what was meant by what was said (interpretive) and then deliver (apply) the ideas the concepts or ideas to other situation. • Analyzing • Synthesizing • Applying In this level the readers analyze, make synthesis and apply the information that have gotten to other information.
REFERENCE:
Cuesta College.2004.Levels of Comprehension.available on: http://academic.cuesta.edu/acasupp/as/303.htm.accessed on:Tuesday, may 01,2012.
James (2005) state that there are three different levels of comprehension. 1. literal level, 2. interpretive level and 3. 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 this level the reader or student can attempt to answer the question: Question: What did the author say? At this level, the reader would not have to understand the true meaning of a paragraph, however, the reader could memorize the information. Instructors might ask the reader to read a chapter dealing with dates or specific facts. At the literal level, reader would memorize these dates and facts. However, even though reader have memorized these facts, this does not mean that reader necessarily understand their full meaning or see the implication of these dates and facts applied to other situations. At the literal level, the reader are looking at what was written by an author at “face value”, little interpretation is needed. 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, reader are attempting to understand what the author meant by what he or she said in the story, paragraph or textbook. It is presumed that reader have already memorized certain facts at the literal level and now the reader are attempting to see the implications of the author’s words. At this level, the reader are attempting to “read between the lines.” as they say. At this level, the reader are attempting to understand that which reader memorized at the literal level of comprehension. 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 the reader memorized and understood at the other two levels? At this level, the reader are attempting to elevate or raise the reader thinking one more “notch” or level to a more critical, analyzing level. This presumes that reader have already reached the previous two levels. At this level, reader are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
Reference : James. 2005. Levels of reading comprehension. Retrieved from: www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed On: May 1st 2012
According to James H. Berry (p 1-2) 2005 state that three levels of reading comprehension there are:
1. Literal Level The reader would not have to understand the true meaning of a paragraph, however,the reader could memorize the information. At the literal level, the reader are looking at what was written by an author at “face value”, little interpretation is needed.
2. Interpretive Level At this level, the reader attempting to understand what the author meant by what the reader said in the story, paragraph or textbook. It is presumed that the reader have already memorized certain facts at the literal level and now the reader attempting to see the implications of the author’s words. The reader attempting to “read between the lines.” as the reader say. The reader attempting to understand that which the reader memorized at the literal level of comprehension.
3. Applied Level At this level, the reader attempting to raise the reader thinking one more “notch” or level to a more critical, analyzing level. This presumes that the reader have already reached the previous two levels. The reader “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
From the expert’s explanation can be assumed that: 1. literal level where the reader actually stated. 2. interpretive level where the reader are reading between the lines to determine what is mean by the reader is stated. 3. applied level where the reader taking what the reader is said (literal) and then what is mean by what the reader is said (interpretive) and then apply the concepts or ideas depends on the situation.
Reference:
Berry, James H. 2005. Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed on: 1 Mei 2012
James (2005) state that there are three different levels of comprehension. 1. literal level, 2. interpretive level and 3. 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 this level the reader or student can attempt to answer the question: Question: What did the author say? At this level, the reader would not have to understand the true meaning of a paragraph, however, the reader could memorize the information. Instructors might ask the reader to read a chapter dealing with dates or specific facts. At the literal level, reader would memorize these dates and facts. However, even though reader have memorized these facts, this does not mean that reader necessarily understand their full meaning or see the implication of these dates and facts applied to other situations. At the literal level, the reader are looking at what was written by an author at “face value”, little interpretation is needed. 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, reader are attempting to understand what the author meant by what he or she said in the story, paragraph or textbook. It is presumed that reader have already memorized certain facts at the literal level and now the reader are attempting to see the implications of the author’s words. At this level, the reader are attempting to “read between the lines.” as they say. At this level, the reader are attempting to understand that which reader memorized at the literal level of comprehension. 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 the reader memorized and understood at the other two levels? At this level, the reader are attempting to elevate or raise the reader thinking one more “notch” or level to a more critical, analyzing level. This presumes that reader have already reached the previous two levels. At this level, reader are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
Reference : James. 2005. Levels of reading comprehension. Retrieved from: www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed On: May 1st 2012
Berry (2005) stated that there are three levels of reading comprehension that can be called the literal level, the interpretive level and the applied level.
• Literal level At literal level, the readers would not have to understand the true meaning of a paragraph or text, however, the readers could memorize the information. And in this level, the readers would memorize the dates and facts. However, even though the readers have memorized the facts, this does not mean that the readers necessarily understand their full meaning or see the implication of the dates and facts applied to other situations. At this level also the reader can attempt to answer the question: Question: What did the author say?
• Interpretive Level At the interpretive level, the readers are attempting to understand what the author meant by what the author said in the paragraph or textbook. This presumes that the readers have already memorized certain facts at the literal level and now the readers are attempting to see the implications of the author’s words. At this level, the reaers are attempting to understand that which you memorized at the literal level of comprehension. At this level also the reader can attempt to answer this question: Question: What was meant by what was said?
• Applied Level At applied level, the readers are attempting to elevate or raise the readers’ thinking one more notch or level to a more critical, analyzing level. This presumes that the readers have already reached the previous two levels (literal and interpretive levels). At this level, the readers are reading between the lines and then examine the message from the author and attempt to apply that message to other settings. At this level also the reader 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?
Reference Berry, James H.2005. Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed on: 1 Mei 2012.
According to Akmar Mohamad. ( 1999 ). Teachers need to be aware that there are actually three main levels or strands of comprehension--literal, interpretive and critical comprehension. • The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. According to Karlin(1971), "being able to read for literal meanings ie stated ideas is influenced by one's mastery of word meanings in context'. • The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyse carefully what they have read. Students need to be able to see relationships among ideas, for exmple how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. At this level, teachers can ask more challenging questions such as asking students to do the following: o Re-arrange the ideas or topics discussed in the text. o Explain the author's purpose of writing the text. o Summarize the main idea when this is not explicitly stated in the text. o Select conclusions which can be deduced from the text t!hey have read. • The third level of comprehension is critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented. At this level, students can be tested on the following skills: o The ability to differentiate between facts and opinions. o The ability to recognize persuasive statements . o The ability to judge the accuracy of the information given in the text.
References : Akmar Mohamad. ( 1999 ).Reading comprehension level. Retrieved from: http://iteslj.org/Techniques/Mohamad-TestingReading.html. accessed on : 1 mei 2012.
Reading Comprehension Level Mohamad (1999) states that there are three different level s of reading. Those are: 1. The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary.
2. The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyse carefully what they have read. Students need to be able to see relationships among ideas, for exmple how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. At this level, teachers can ask more challenging questions such as asking students to do the following: Re-arrange the ideas or topics discussed in the text. Explain the author's purpose of writing the text. Summarize the main idea when this is not explicitly stated in the text. Select conclusions which can be deduced from the text t!hey have read.
3. Finally, the third level of comprehension is critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented. At this level, students can be tested on the following skills: The ability to differentiate between facts and opinions. The ability to recognize persuasive statements . The ability to judge the accuracy of the information given in the text. Reference:
Akmar, Mohamad. 1999. What Do We Test When We Test Reading Comprehension? . Available on: http://iteslj.org/Techniques/Mohamad-TestingReading.html . Accessed on: Tuesday, 1 May 2012
Name :Muhamad Jawat Nim :09250065 According to McWhorten, College Reading & Study Skills, 7th Edition.
There are three levels of comprehension, 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 is 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 Summary there are three level for reading comprehension first is literal where the reader need to understand about the information, the second is Interpretative where the reader able to understand what being implied by the authorfrom the information in the text, and the last is Applied this level is where a reader able to explain the concept or the idea of the author by the reader itself.
reference McWhorten, College Reading & Study Skills, 7th Edition. Retrieved from: http://academic.cuesta.edu/acasupp/as/304.HTM
Nim : 09250049 Reading Comprehension Level According to Webster's Dictionary 1993, comprehension is "the capacity for understanding fully; the act or action of grasping with the intellect." Webster also tells us that reading is "to receive or take in the sense of (as letters or symbols) by scanning; to understand the meaning of written or printed matter; to learn from what one has seen or found in writing or printing. he divided reading comprehension level based on : -Comprehension/understanding Identifying words on a page does not make someone a successful reader. When the words are understood and transcend the pages to become thoughts and ideas then you are truly reading. Comprehension therefore is the capacity for understanding those thoughts and ideas. Applying what you have read and understood becomes the successful conclusion. -Comprehension Regulation You can become an active, effective reader through comprehension regulation. This is a method for consciously controlling the reading process. Comprehension regulation involves the use of preplanned strategies to understand text. It is a plan for getting the most out of reading. It allows you to have an idea of what to expect from the text. Most importantly, it gives you techniques to use when you are experiencing difficulties.
From the expert reading means different things to different people and skills vary with every individual, reading is a skill that can be improved. Students from various backgrounds are in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension, speed, or a combination of all three may be the result of ineffective reading habits. Active reading is engaged reading and can be achieved through comprehension regulation strategies. Reference : Webster's Dictionary 1993. read comprehension. Available on : http://academic.cuesta.edu/acasupp/as/301.HTM
NAME : SYAMSIDAR NIM : 09250059 Reading Comprehension Level According Albert (December 2010) 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 the reader trigger knowledge outside the text. Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, the reader use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. Instruction in comprehension strategy use often involves the gradual release of responsibility, wherein teachers initially explain and model strategies. Over time, the reader give students more and more responsibility for using the strategies until the reader 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. • Teaching reading comprehension • 1. Vocabulary • 2. Reading strategies • 3. Professional development for students and small children References 1. ^ Rayner, Keith; Barbara Foorman, Charles Perfetti, David Pesetsky, and Mark Seidenberg (November 2001). "How Psychological Science Informs the Teaching of Reading". Psychological Science in the Public Interest 2 (2): 31–74. 2. ^ Adams, Marilyn Jager (1994). Beginning to read: thinking and learning about print. Cambridge, Mass: MIT Press. ISBN 0-262-51076-6. 3. ^ Marilyn Jager Adams (1994). Beginning to read: thinking and learning about print. Google Books. 4. ^ Pressley, Michael (2006). Reading instruction that works: the case for balanced teaching. New York: Guilford Press. ISBN 1-59385-228-2. 5. http://en.wikipedia.org/wiki/Reading_comprehension
Name : Tri Anggun Lestari Nim: 09250061 Reading Comprehension Level
According to Cuesta (2004), Three levels of reading comprehension there are: 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. •Analyzing •Synthesizing •Applying
In this level we are analyzing or synthesizing information and applying it to other information.
From the expert’s explanation can be assumed that three levels of reading comprehension there are literal, interpretive, and applied. it has a relationship that is continually. Start from literal level, literal level talk about the readers are looking at what was written by an author or just introduction. And than interpretive level means that the reader can know what is implied behind the text and the last applied level means that the reader can applying or analyzing what the author means.
Reference: Cuesta. 2004. Levels of Comprehension. Retrieved from: http://academic.cuesta.edu/acasupp/as/303.htm Accessed on: 1 Mei 2012.
Howard (2010) there are four levels of reading comprehension, they are:
1.Elementary Reading. It is the stage where the students are learning how to read.
2.Inspectional Reading the stage where readers/students get the main idea from a text.
3.Analytic Reading Readers learn the meaning and significance of material, and not just have a superficial understanding.
4.Syntopical Reading Gathering information for a number of different texts, and then synthesizing the information in a coherent whole.
From the explanation can be assumed that reading comprehension level are to try pronounce words and read from the beginner in Elementry reading, then, Inspectional Reading means readers can found main idea in text, next, Analytic Reading is how can readers understanding the text and the last is gathering some information in Syntopical Reading level.
References: Howard S Berg.2010.Improving Reading Comprehension - An Introduction To The Four Levels Of Reading.Retrieved from: http://ezinearticles.com/?Improving-Reading-Comprehension---An-Introduction-To-The-Four-Levels-Of-Reading&id=5547596. Accessed on: 1 Mei 2012.
According to Davidson(2012).Said that reading comprehension level is an activity that indicates how much reader understand and retain information that is read. When reader reading comprehension level is high, it makes for more enjoyable reading. When reader understand it the first time, reader don't have to keep backing up to re-read what reader have already read. The more you practice their reading, the more your reading comprehension skills will increase. Choose a test that represents your reading level.Read the assigned passage of text from beginning to end. Try not to back up and re-read text. Instead, keep moving from left to right.
From the expert can be assumed that reading comprehension level means that an activity that show how much reader understand the information that have been read.there are two ways to increase rader reading level.Firstly,find the test that suitable for reader.Secondly.read the text start from begining until end,and left to right.
Davidson(2012)How to Test Your Reading Comprehension.Retrieved From: http://www.ehow.com/how_7182675_test-reading-comprehension.html
According to (Berry, 2005) state that there are three different levels of reading comprehension.
First, literal level, it means that the readers are looking at what was written by an author at “face value”, little interpretation is needed.
The second level of comprehension is called the interpretive level, it means, the readers are attempting to understand what the author meant by what the author said in the story, paragraph or textbook.
The last level is called the applied level, it means that the readers are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
Reference
Berry. H James, 2005, Levels Reading Comprehension, SC4, Michigan http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
Ambrose (2011) stated that there are four levels of reading comprehension • Novice: A beginning novice can understand a limited amount of phrases and words in context only. As their reading comprehension progresses, this knowledge expands so they can read and identify individual letters, characters and symbols. They typically have to repeat a difficult word or phrase. An advanced novice reader can understand an array of common phrases, including idioms, and can interpret short instructional literature like maps, menus or bus schedules. • Intermediate: At the intermediate level, an elementary school student should be able to understand more complex phrases that include personal needs and social situations that are directed at a wider audience. These include public service announcements and advertising. • Advanced: An advanced reader can understand short paragraphs written in prose but may have trouble with slang or idiomatic expressions, comprehending the basic idea of the passage but missing some minor details in the process. • Superior and Distinguished: At the superior level a student should be able to understand both the language and cultural context of literature appropriate to their level. The student can recognize and understand grammar points, like when to use certain verb tenses and their matching pronouns.
Reference. Ambrose,Kristy. 2011. Reading Comprehension Levels in Elementary Education. Available on: http://www.ehow.com/info_12098263_reading-comprehension-levels-elementary-education.html . Accessed on: April 1st, 2012.
nama : lismania nim : 09250703 Levels of Comprehension According to Cuesta college(2004) There are three levels of comprehension, 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. 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. College,cueasta.2004.level of comprehension. http://academic.cuesta.edu/acasupp/as/303.htm
Karlin, Robert. (1971) states that there are actually three main levels or strands of comprehension--literal, interpretive and critical comprehension. • The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. According to Karlin(1971), "being able to read for literal meanings ie stated ideas is influenced by one's mastery of word meanings in context'. • The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyse carefully what they have read. Students need to be able to see relationships among ideas, for exmple how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. At this level, teachers can ask more challenging questions such as asking students to do the following: o Re-arrange the ideas or topics discussed in the text. o Explain the author's purpose of writing the text. o Summarize the main idea when this is not explicitly stated in the text. o Select conclusions which can be deduced from the text t!hey have read. • Finally, the third level of comprehension is critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented. At this level, students can be tested on the following skills: o The ability to differentiate between facts and opinions. o The ability to recognize persuasive statements . o The ability to judge the accuracy of the information given in the text. From that explanation, it can assume that there are 3 level in reading comprehension: 1. The Literal Level The literal level focuses on reading the passages, hearing the words or viewing the images. It involves identifying the important and essential information. 2. The Interpretive Level At the interpretive level, the focus shifts to reading between the lines, looking at what is implied by the material under study. It requires students to combine pieces of information in order to make inferences about the author's intent and message. 3. Critical Reading At the critical reading focuses on understanding of ideas and information and the students can be tested by following skills that are the ability differentiate between facts and opinions, recognize persuasive statements, judge the accuracy of the information given in the text.
Adapted from : Karlin, Robert. (1971) Teaching Elementary Reading:Principles and Strategies. Harcourt Brace and Jovanovich, Inc. Retrieved from : http://iteslj.org/Techniques/Mohamad-TestingReading.html
READING COMPREHENSION LEVEL • According to Natalie (2012): There are four noted levels of reading comprehension. The four levels are Literal, which is what is actually stated, Interpretive or Inferential, which is what is implied, Applied or Evaluative, which is when what was meant by what was stated is actually applied to concepts or ideas that go beyond what was discussed, and the final level, Appreciative, which is more abstract and based on a deeper understanding of the material in question. • From the expert’s explanation can be assumed that Literal level is the level which is the reader can stated facts in text such as: data and specifics, Interpretive level which is the reader can builds on facts in text, such as: prediction using facts from text and sequence, evaluative level which is the reader can take a judgment of the text base on validity, appropriateness, desirable ideas, comparisons and cause-effect, and the last level is appreciative which is the reader response to text based on author's use of language, style of text, author’s purpose.
Reference: Natalie Q (2012), Four Levels of Comprehension. Retrieved From: http://www.reference.com/motif/education/four-levels-of-comprehension. Accessed on: 1 May 2012.
Name : Try Dina Marianti/09250062/pbi 02/2009
ReplyDeleteAccording to Davidson(2012).Said that reading comprehension level is an activity that indicates how much reader understand and retain information that is read. When reader reading comprehension level is high, it makes for more enjoyable reading. When reader understand it the first time, reader don't have to keep backing up to re-read what reader have already read. The more you practice their reading, the more your reading comprehension skills will increase. Choose a test that represents your reading level.Read the assigned passage of text from beginning to end. Try not to back up and re-read text. Instead, keep moving from left to right.
From the expert can be assumed that reading comprehension level means that an activity that show how much reader understand the information that have been read.there are two ways to increase rader reading level.Firstly,find the test that suitable for reader.Secondly.read the text start from begining until end,and left to right.
Davidson(2012)How to Test Your Reading Comprehension.Retrieved From: http://www.ehow.com/how_7182675_test-reading-comprehension.html
According to Berry (2005) stated that there are three different levels of comprehension can be called the literal level, the interpretive level and the applied level.
ReplyDeleteLiteral 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?
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?
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?
From the expert’s explanation can be assumed that Literal level is the level where the readers can answer the questions that are stated information on the text (for example about the dates or facts). Interpretive level is the level where the readers have understood the message from the writers on the text. Applied level is the level where the readers can read the implicit information on the text and know how the information is affected something or somebody.
Reference:
Berry, James H. (2005). Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed on: 30 April 2012
This comment has been removed by the author.
DeleteName : Wiwin Ika Setiani
ReplyDeleteNIM : 09250064
READING COMPREHENSION LEVEL
According to James (2005) states that there are 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, the reader would not have to understand the true meaning of a paragraph, however, the reader could memorize the information.
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, the readers are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook.
3. 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, the readers are attempting to elevate or raise their thinking one more “notch” or level to a more critical, analyzing level.
From the explanation based on expert can assumed that :
There are three levels of reading comprehension level that is literal level, interpretive level and applied level. Literal level is what is actually stated, interpretive is what is implied or meant, rather than what is actually stated and applied level 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.
Resources :
Berry, James H. 2005. Levels of Reading Comprehension. Available on : https://docs.google.com/viewer?a=v&q=cache:b8f0uBPfj7IJ:www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc+level+of+READING+COMPREHENSION. Accessed on : Monday, 30 of April 2012
This comment has been removed by the author.
ReplyDeleteREADING COMPREHENSION LEVEL
ReplyDeleteCuesta College (2004) states that there are three levels of reading comprehension, all of them presented as a hierarchy form from simple reading until complex reading. There are “literal, interpretive and apply.”
1. Literal
It means that “what will state by the reader.”
• Facts and details
• Memorization
• Only understanding first.
The reader only read the text while comprehending the text or read the text detail, then try to remember what the reader has gotten and comprehend or understand the sense that has already gotten. For the “test” of level one type, usually relate to objective tests such as multiple choice, true/false question and fill in the blank. Usually using 5W-H questions.
2. Interpretive
It means that “what the reader mean or imply rather than actually stated.”
• Describing inferences
• Connecting to previous experience / knowledge
• Making logical and educated guessing
• Reading between the lines to determine what is meant by what is stated.
After reading while comprehending the text and can mention what actually stated by the readers. Then, the readers try to interpret the passage by describing the conclusion, connecting to the readers previous experience and making logical guessing. Type of test for interpretive usually subjective and types of questions that asked to the reader are open-ended or the reader free to answer the question by their own words but relate to the reading and the question.
3. Applied
It means that take what was said (literal) and then what was meant by what was said (interpretive) and then deliver (apply) the ideas the concepts or ideas to other situation.
• Analyzing
• Synthesizing
• Applying
In this level the readers analyze, make synthesis and apply the information that have gotten to other information.
REFERENCE:
Cuesta College.2004.Levels of Comprehension.available on: http://academic.cuesta.edu/acasupp/as/303.htm.accessed on:Tuesday, may 01,2012.
Name : Resti Riyani
ReplyDeleteNim : 09250051
James (2005) state that there are three different levels of comprehension.
1. literal level, 2. interpretive level and 3. 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 this level the reader or student can attempt to answer the question: Question: What did the author say?
At this level, the reader would not have to understand the true meaning of a paragraph, however, the reader could memorize the information. Instructors might ask the reader to read a chapter dealing with dates or specific facts. At the literal level, reader would memorize these dates and facts. However, even though reader have memorized these facts, this does not mean that reader necessarily understand their full meaning or see the implication of these dates and facts applied to other situations. At the literal level, the reader are looking at what was written by an author at “face value”, little interpretation is needed.
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, reader are attempting to understand what the author meant by what he or she said in the story, paragraph or textbook. It is presumed that reader have already memorized certain facts at the literal level and now the reader are attempting to see the implications of the author’s words. At this level, the reader are attempting to “read between the lines.” as they say. At this level, the reader are attempting to understand that which reader memorized at the literal level of comprehension.
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 the reader memorized and understood at the other two levels?
At this level, the reader are attempting to elevate or raise the reader thinking one more “notch” or level to a more critical, analyzing level. This presumes that reader have already reached the previous two levels. At this level, reader are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
Reference :
James. 2005. Levels of reading comprehension. Retrieved from: www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed On: May 1st 2012
Name: Trisnawati
ReplyDeleteNim: 09250709
READING COMPREHENSION LEVEL
According to James H. Berry (p 1-2) 2005 state that three levels of reading comprehension there are:
1. Literal Level
The reader would not have to understand the true meaning of a paragraph, however,the reader could memorize the information. At the literal level, the reader are looking at what was written by an author at “face value”, little interpretation is needed.
2. Interpretive Level
At this level, the reader attempting to understand what the author meant by what the reader said in the story, paragraph or textbook. It is presumed that the reader have already memorized certain facts at the literal level and now the reader attempting to see the implications of the author’s words. The reader attempting to “read between the lines.” as the reader say. The reader attempting to understand that which the reader memorized at the literal level of comprehension.
3. Applied Level
At this level, the reader attempting to raise the reader thinking one more “notch” or level to a more critical, analyzing level. This presumes that the reader have already reached the previous two levels. The reader “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
From the expert’s explanation can be assumed that:
1. literal level where the reader actually stated.
2. interpretive level where the reader are reading between the lines to determine what is mean by the reader is stated.
3. applied level where the reader taking what the reader is said (literal) and then what is mean by what the reader is said (interpretive) and then apply the concepts or ideas depends on the situation.
Reference:
Berry, James H. 2005. Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed on: 1 Mei 2012
Name : Resti Riyani
ReplyDeleteNim : 09250051
James (2005) state that there are three different levels of comprehension.
1. literal level, 2. interpretive level and 3. 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 this level the reader or student can attempt to answer the question: Question: What did the author say?
At this level, the reader would not have to understand the true meaning of a paragraph, however, the reader could memorize the information. Instructors might ask the reader to read a chapter dealing with dates or specific facts. At the literal level, reader would memorize these dates and facts. However, even though reader have memorized these facts, this does not mean that reader necessarily understand their full meaning or see the implication of these dates and facts applied to other situations. At the literal level, the reader are looking at what was written by an author at “face value”, little interpretation is needed.
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, reader are attempting to understand what the author meant by what he or she said in the story, paragraph or textbook. It is presumed that reader have already memorized certain facts at the literal level and now the reader are attempting to see the implications of the author’s words. At this level, the reader are attempting to “read between the lines.” as they say. At this level, the reader are attempting to understand that which reader memorized at the literal level of comprehension.
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 the reader memorized and understood at the other two levels?
At this level, the reader are attempting to elevate or raise the reader thinking one more “notch” or level to a more critical, analyzing level. This presumes that reader have already reached the previous two levels. At this level, reader are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
Reference :
James. 2005. Levels of reading comprehension. Retrieved from: www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed On: May 1st 2012
Name : Muji Lestari
ReplyDeleteNIM :09 25 0038
READING COMPREHENSION LEVEL
Berry (2005) stated that there are three levels of reading comprehension that can be called the literal level, the interpretive level and the applied level.
• Literal level
At literal level, the readers would not have to understand the true meaning of a paragraph or text, however, the readers could memorize the information. And in this level, the readers would memorize the dates and facts. However, even though the readers have memorized the facts, this does not mean that the readers necessarily understand their full meaning or see the implication of the dates and facts applied to other situations. At this level also the reader can attempt to answer the question: Question: What did the author say?
• Interpretive Level
At the interpretive level, the readers are attempting to understand what the author meant by what the author said in the paragraph or textbook. This presumes that the readers have already memorized certain facts at the literal level and now the readers are attempting to see the implications of the author’s words. At this level, the reaers are attempting to understand that which you memorized at the literal level of comprehension. At this level also the reader can attempt to answer this question: Question: What was meant by what was said?
• Applied Level
At applied level, the readers are attempting to elevate or raise the readers’ thinking one more notch or level to a more critical, analyzing level. This presumes that the readers have already reached the previous two levels (literal and interpretive levels). At this level, the readers are reading between the lines and then examine the message from the author and attempt to apply that message to other settings. At this level also the reader 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?
Reference
Berry, James H.2005. Levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc. Accessed on: 1 Mei 2012.
Nama : Liza Fitriani
ReplyDeleteNim : 09250704
READING COMPREHENSION LEVEL
According to Akmar Mohamad. ( 1999 ). Teachers need to be aware that there are actually three main levels or strands of comprehension--literal, interpretive and critical comprehension.
• The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. According to Karlin(1971), "being able to read for literal meanings ie stated ideas is influenced by one's mastery of word meanings in context'.
• The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyse carefully what they have read. Students need to be able to see relationships among ideas, for exmple how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. At this level, teachers can ask more challenging questions such as asking students to do the following:
o Re-arrange the ideas or topics discussed in the text.
o Explain the author's purpose of writing the text.
o Summarize the main idea when this is not explicitly stated in the text.
o Select conclusions which can be deduced from the text t!hey have read.
• The third level of comprehension is critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented. At this level, students can be tested on the following skills:
o The ability to differentiate between facts and opinions.
o The ability to recognize persuasive statements .
o The ability to judge the accuracy of the information given in the text.
References :
Akmar Mohamad. ( 1999 ).Reading comprehension level. Retrieved from: http://iteslj.org/Techniques/Mohamad-TestingReading.html. accessed on : 1 mei 2012.
This comment has been removed by the author.
ReplyDeleteReading Comprehension Level
ReplyDeleteMohamad (1999) states that there are three different level s of reading. Those are:
1. The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary.
2. The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyse carefully what they have read. Students need to be able to see relationships among ideas, for exmple how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. At this level, teachers can ask more challenging questions such as asking students to do the following:
Re-arrange the ideas or topics discussed in the text.
Explain the author's purpose of writing the text.
Summarize the main idea when this is not explicitly stated in the text.
Select conclusions which can be deduced from the text t!hey have read.
3. Finally, the third level of comprehension is critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented. At this level, students can be tested on the following skills:
The ability to differentiate between facts and opinions.
The ability to recognize persuasive statements .
The ability to judge the accuracy of the information given in the text.
Reference:
Akmar, Mohamad. 1999. What Do We Test When We Test Reading Comprehension? . Available on: http://iteslj.org/Techniques/Mohamad-TestingReading.html . Accessed on: Tuesday, 1 May 2012
Name :Muhamad Jawat
ReplyDeleteNim :09250065
According to McWhorten, College Reading & Study Skills, 7th Edition.
There are three levels of comprehension,
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 is 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
Summary there are three level for reading comprehension first is literal where the reader need to understand about the information, the second is Interpretative where the reader able to understand what being implied by the authorfrom the information in the text, and the last is Applied this level is where a reader able to explain the concept or the idea of the author by the reader itself.
reference
McWhorten, College Reading & Study Skills, 7th Edition. Retrieved from: http://academic.cuesta.edu/acasupp/as/304.HTM
This comment has been removed by the author.
ReplyDeleteNim : 09250049
ReplyDeleteReading Comprehension Level
According to Webster's Dictionary 1993, comprehension is "the capacity for understanding fully; the act or action of grasping with the intellect." Webster also tells us that reading is "to receive or take in the sense of (as letters or symbols) by scanning; to understand the meaning of written or printed matter; to learn from what one has seen or found in writing or printing.
he divided reading comprehension level based on :
-Comprehension/understanding
Identifying words on a page does not make someone a successful reader. When the words are understood and transcend the pages to become thoughts and ideas then you are truly reading. Comprehension therefore is the capacity for understanding those thoughts and ideas. Applying what you have read and understood becomes the successful conclusion.
-Comprehension Regulation
You can become an active, effective reader through comprehension regulation. This is a method for consciously controlling the reading process. Comprehension regulation involves the use of preplanned strategies to understand text. It is a plan for getting the most out of reading. It allows you to have an idea of what to expect from the text. Most importantly, it gives you techniques to use when you are experiencing difficulties.
From the expert reading means different things to different people and skills vary with every individual, reading is a skill that can be improved. Students from various backgrounds are in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension, speed, or a combination of all three may be the result of ineffective reading habits. Active reading is engaged reading and can be achieved through comprehension regulation strategies.
Reference :
Webster's Dictionary 1993. read comprehension. Available on : http://academic.cuesta.edu/acasupp/as/301.HTM
NAME : SYAMSIDAR
DeleteNIM : 09250059
Reading Comprehension Level
According Albert (December 2010) 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 the reader trigger knowledge outside the text.
Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, the reader use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read.
Instruction in comprehension strategy use often involves the gradual release of responsibility, wherein teachers initially explain and model strategies. Over time, the reader give students more and more responsibility for using the strategies until the reader 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.
• Teaching reading comprehension
• 1. Vocabulary
• 2. Reading strategies
• 3. Professional development for students and small children
References
1. ^ Rayner, Keith; Barbara Foorman, Charles Perfetti, David Pesetsky, and Mark Seidenberg (November 2001). "How Psychological Science Informs the Teaching of Reading". Psychological Science in the Public Interest 2 (2): 31–74.
2. ^ Adams, Marilyn Jager (1994). Beginning to read: thinking and learning about print. Cambridge, Mass: MIT Press. ISBN 0-262-51076-6.
3. ^ Marilyn Jager Adams (1994). Beginning to read: thinking and learning about print. Google Books.
4. ^ Pressley, Michael (2006). Reading instruction that works: the case for balanced teaching. New York: Guilford Press. ISBN 1-59385-228-2.
5. http://en.wikipedia.org/wiki/Reading_comprehension
Name : Tri Anggun Lestari
DeleteNim: 09250061
Reading Comprehension Level
According to Cuesta (2004), Three levels of reading comprehension there are:
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.
•Analyzing
•Synthesizing
•Applying
In this level we are analyzing or synthesizing information and applying it to other information.
From the expert’s explanation can be assumed that three levels of reading comprehension there are literal, interpretive, and applied. it has a relationship that is continually. Start from literal level, literal level talk about the readers are looking at what was written by an author or just introduction. And than interpretive level means that the reader can know what is implied behind the text and the last applied level means that the reader can applying or analyzing what the author means.
Reference:
Cuesta. 2004. Levels of Comprehension. Retrieved from: http://academic.cuesta.edu/acasupp/as/303.htm Accessed on: 1 Mei 2012.
Name : Putri saadatul Rashidah
ReplyDeleteNIM : 09250047
READING COMPREHENSION LEVEL
Howard (2010) there are four levels of reading comprehension, they are:
1.Elementary Reading.
It is the stage where the students are learning how to read.
2.Inspectional Reading
the stage where readers/students get the main idea from a text.
3.Analytic Reading
Readers learn the meaning and significance of material, and not just have a superficial understanding.
4.Syntopical Reading
Gathering information for a number of different texts, and then synthesizing the information in a coherent whole.
From the explanation can be assumed that reading comprehension level are to try pronounce words and read from the beginner in Elementry reading, then, Inspectional Reading means readers can found main idea in text, next, Analytic Reading is how can readers understanding the text and the last is gathering some information in Syntopical Reading level.
References:
Howard S Berg.2010.Improving Reading Comprehension - An Introduction To The Four Levels Of Reading.Retrieved from: http://ezinearticles.com/?Improving-Reading-Comprehension---An-Introduction-To-The-Four-Levels-Of-Reading&id=5547596. Accessed on: 1 Mei 2012.
TRY DINA MARIANTI/09250062/PBI 02/IAIN RF 2009
ReplyDeleteAccording to Davidson(2012).Said that reading comprehension level is an activity that indicates how much reader understand and retain information that is read. When reader reading comprehension level is high, it makes for more enjoyable reading. When reader understand it the first time, reader don't have to keep backing up to re-read what reader have already read. The more you practice their reading, the more your reading comprehension skills will increase. Choose a test that represents your reading level.Read the assigned passage of text from beginning to end. Try not to back up and re-read text. Instead, keep moving from left to right.
From the expert can be assumed that reading comprehension level means that an activity that show how much reader understand the information that have been read.there are two ways to increase rader reading level.Firstly,find the test that suitable for reader.Secondly.read the text start from begining until end,and left to right.
Davidson(2012)How to Test Your Reading Comprehension.Retrieved From: http://www.ehow.com/how_7182675_test-reading-comprehension.html
Reading Comprehension Level
ReplyDeleteAccording to (Berry, 2005) state that there are three different levels of reading comprehension.
First, literal level, it means that the readers are looking at what was written by an author at “face value”, little interpretation is needed.
The second level of comprehension is called the interpretive level, it means, the readers are attempting to understand what the author meant by what the author said in the story, paragraph or textbook.
The last level is called the applied level, it means that the readers are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
Reference
Berry. H James, 2005, Levels Reading Comprehension, SC4, Michigan http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
Reading Comprehension Levels
ReplyDeleteAmbrose (2011) stated that there are four levels of reading comprehension
• Novice: A beginning novice can understand a limited amount of phrases and words in context only. As their reading comprehension progresses, this knowledge expands so they can read and identify individual letters, characters and symbols. They typically have to repeat a difficult word or phrase. An advanced novice reader can understand an array of common phrases, including idioms, and can interpret short instructional literature like maps, menus or bus schedules.
• Intermediate: At the intermediate level, an elementary school student should be able to understand more complex phrases that include personal needs and social situations that are directed at a wider audience. These include public service announcements and advertising.
• Advanced: An advanced reader can understand short paragraphs written in prose but may have trouble with slang or idiomatic expressions, comprehending the basic idea of the passage but missing some minor details in the process.
• Superior and Distinguished: At the superior level a student should be able to understand both the language and cultural context of literature appropriate to their level. The student can recognize and understand grammar points, like when to use certain verb tenses and their matching pronouns.
Reference.
Ambrose,Kristy. 2011. Reading Comprehension Levels in Elementary Education. Available on: http://www.ehow.com/info_12098263_reading-comprehension-levels-elementary-education.html . Accessed on: April 1st, 2012.
nama : lismania
ReplyDeletenim : 09250703
Levels of Comprehension
According to Cuesta college(2004) There are three levels of comprehension,
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.
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.
College,cueasta.2004.level of comprehension. http://academic.cuesta.edu/acasupp/as/303.htm
Karlin, Robert. (1971) states that there are actually three main levels or strands of comprehension--literal, interpretive and critical comprehension.
ReplyDelete• The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. At this level, teachers can ask students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. According to Karlin(1971), "being able to read for literal meanings ie stated ideas is influenced by one's mastery of word meanings in context'.
• The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. They must be able to read critically and analyse carefully what they have read. Students need to be able to see relationships among ideas, for exmple how ideas go together and also see the implied meanings of these ideas. It is also obvious that before our students can do this, they have to first understand the ideas that are stated (literal comprehension). Interpretive or referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. At this level, teachers can ask more challenging questions such as asking students to do the following:
o Re-arrange the ideas or topics discussed in the text.
o Explain the author's purpose of writing the text.
o Summarize the main idea when this is not explicitly stated in the text.
o Select conclusions which can be deduced from the text t!hey have read.
• Finally, the third level of comprehension is critical reading whereby ideas and information are evaluated. Critical evaluation occurs only after our students have understood the ideas and information that the writer has presented. At this level, students can be tested on the following skills:
o The ability to differentiate between facts and opinions.
o The ability to recognize persuasive statements .
o The ability to judge the accuracy of the information given in the text.
From that explanation, it can assume that there are 3 level in reading comprehension:
1. The Literal Level
The literal level focuses on reading the passages, hearing the words or viewing the images. It involves identifying the important and essential information.
2. The Interpretive Level
At the interpretive level, the focus shifts to reading between the lines, looking at what is implied by the material under study. It requires students to combine pieces of information in order to make inferences about the author's intent and message.
3. Critical Reading
At the critical reading focuses on understanding of ideas and information and the students can be tested by following skills that are the ability differentiate between facts and opinions, recognize persuasive statements, judge the accuracy of the information given in the text.
Adapted from : Karlin, Robert. (1971) Teaching Elementary Reading:Principles and Strategies. Harcourt Brace and Jovanovich, Inc. Retrieved from : http://iteslj.org/Techniques/Mohamad-TestingReading.html
Name: Saidah Syarifah
ReplyDeleteNim: 09250055
READING COMPREHENSION LEVEL
• According to Natalie (2012): There are four noted levels of reading comprehension. The four levels are Literal, which is what is actually stated, Interpretive or Inferential, which is what is implied, Applied or Evaluative, which is when what was meant by what was stated is actually applied to concepts or ideas that go beyond what was discussed, and the final level, Appreciative, which is more abstract and based on a deeper understanding of the material in question.
• From the expert’s explanation can be assumed that Literal level is the level which is the reader can stated facts in text such as: data and specifics, Interpretive level which is the reader can builds on facts in text, such as: prediction using facts from text and sequence, evaluative level which is the reader can take a judgment of the text base on validity, appropriateness, desirable ideas, comparisons and cause-effect, and the last level is appreciative which is the reader response to text based on author's use of language, style of text, author’s purpose.
Reference: Natalie Q (2012), Four Levels of Comprehension. Retrieved From:
http://www.reference.com/motif/education/four-levels-of-comprehension.
Accessed on: 1 May 2012.