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, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you 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, you 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 you 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 you are attempting to understand the social implications and the political implications of his ascension to the throne. Perhaps a teacher might ask you,
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, you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
Reference
Berry, James H. ( 2005). Levels of Reading Comprehension. Retrieved from : www.sc4.edu/.../h7levelsreadi.
Name : Yovfita NIM : 08 25 058 (24) Subject : Extensive Reading Lecturer : Holandyah, M.Pd VI. READING COMPREHENSION LEVEL James H. Berry, SC4 states that Level 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 can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 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, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you 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, you 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 you 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.
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, you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
From the definition, it can be assumed that reading comprehension level is degree in processing of simultaneously extract and construct meaning through interaction and involvement with written language. There are 3 Levels of reading comprehension, that are: 1. Literal level, is based on what was actually stated in the material. It is the easiest because it deals with the facts that were presented, nothing more. 2. Interpretive level depending on the theorist in question, goes a step further. This level requires that the subject material is not only understood, but also that a general understanding of what was implied is reached. 3. Applied level is the level that deals with the student applying what was shared to real life events or situations.
Adopted From : Berry, James H. ( 2005). Levels of Reading Comprehension. Retrieved from : www.sc4.edu/.../h7levelsreadi. Reply
James H. Berry ( 2005: 1 ) states that there are three levels of reading comprehension. 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, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
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, you 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 you are attempting to see the implications of the author’s words. At this level, you are attemp are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook. ting 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.
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, you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level. This presumes that you have already reached the previous two levels. At this level, you 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 you to consider this question, think about how you would respond. It can be assumed that literal level is the most simple, because we would not have to understand the true meaning of a paragraph, however, you could memorize the information. For example : we only memorize dates and facts. And the second level is interpretive level. In this level we are attempting to understand what the author meant by what she /he said in the story, paragraph or textbook. The last level is applied level. At this level the reader or student can attempt to answer the question. We are attempting to elevate or raise our thinking to a more critical, analyzing level.
Adopted from : H Berry, James . ( 2005).Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcom
Name : Rian Puspita Sarie NIM : 0825048 NO : 15 READING COMPREHENSION LEVEL Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are : 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. 1. The Applied Level Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented in the text.
Name : Rian Puspita Sarie NIM : 0825048 NO : 15 READING COMPREHENSION LEVEL Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are : 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. 1. The Applied Level Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented 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/Nunn-Interacting.html
Name : Rian Puspita Sarie NIM : 0825048 NO : 15 READING COMPREHENSION LEVEL Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are : 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. 1. The Applied Level Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented 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/Nunn-Interacting.html
Name : Rian Puspita Sarie NIM : 0825048 NO : 15 READING COMPREHENSION LEVEL Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are : 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. 1. The Applied Level Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented 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/Nunn-Interacting.html
Name : Rian Puspita Sarie NIM : 0825048 NO : 15 READING COMPREHENSION LEVEL Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are : 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. 1. The Applied Level Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented 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/Nunn-Interacting.html
Natalie Q states that When it comes to education and retention, there are four noted levels of 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. The first level, which is the Literal level, is based on what was actually stated in the material. It is the easiest because it deals with the facts that were presented, nothing more. In this level, there is no need to go beyond what was stated, the material just has to get absorbed as it was shared, with no bias or opinion by the reader or student. For the most part, as long as the person understood the material, the language of it, what was viewed, than it is safe to say that they achieved the literal level of comprehension. The second level, Interpretive or Inferential, depending on the theorist in question, goes a step further. This level requires that the subject material is not only understood, but also that a general understanding of what was implied is reached. This forces the student to build his or her understanding of the subject matter by using the facts presented to read between the lines for the true meaning of what was meant for absorption. The third level, Applied or Evaluative, is the level that deals with the student applying what was shared to real life events or situations. This level does allow for the student or reader to include bias and their opinion as it relates to the subject material. Their ability to translate its meaning to their own experiences is the measure by which their level of actual understanding is based, so far as their retention goes. The final level, Appreciative, is based on the student's own feelings towards the material or author. It is considered more abstract than any of the other levels because personality, likes and dislikes can affect this level. Inevitably, the key is to get each student to go through all four levels of comprehension, and this is a good guide to follow to gauge if the levels are indeed reached by the student. From that explanation it can be assumed that there are four level of reading comprehension, they are : Literal level, , Interpretive or Inferential level, Applied or Evaluative level, and the last , Appreciative level, More reference links www.mtsac.edu www.scribd.com adopted from : Natalie Q, reading comprehension level. Retrieved from : http://www.reference.com/motif/education/four-levels-of-comprehension
James H. Berry (2005) states that reading is a thinking activity; it has levels which 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: - Literal level what is actually stated. You would not have to understand the true meaning of a paragraph; however, you could memorize the information. - Interpretive level is what is implied or meant, rather than what is actually stated. You are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook. - 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. From the definition, it can be assumed that reading has levels which differentiate the understanding of the text. For example: a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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. Retrieved from: http://academic.cuesta.edu/acasupp/as/303.htm Retrieved from: http://www.edu.gov.on.ca/eng/research/kirby.pdf Retrieved from: wiki.answers.com/Q/What_are_the_four_levels_of_reading_comprehension Retrieved from: www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAMA : AKHIROTUL FAIZATIN NISA’ NIM : 0825004 NO : 4 LEVEL OF READING COMPREHENSION According to James H. Berry (2005) state that there are three level of reading comprehension first literal level it means that you would not have to understand the true meaning of a paragraph, however, you could memorize the information.second 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. Third Applied level In this level we are analyzing or synthesizing information and applying it to other information. From definition it can be assumed that reading comprehension of level divided into three level the first literal level it means that we haven’t understand the true meaning but we just memorize the information in the text. Second interpretive level it means that we have to understand what the author said in the story.third Applied level we have to analize information in the text and then we apply the information in the text. Adopted from: H. Berry James.(2005),Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAMA : AKHIROTUL FAIZATIN NISA’ NIM : 0825004 NO : 4 LEVEL OF READING COMPREHENSION According to James H. Berry (2005) state that there are three level of reading comprehension first literal level it means that you would not have to understand the true meaning of a paragraph, however, you could memorize the information.second 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. Third Applied level In this level we are analyzing or synthesizing information and applying it to other information. From definition it can be assumed that reading comprehension of level divided into three level the first literal level it means that we haven’t understand the true meaning but we just memorize the information in the text. Second interpretive level it means that we have to understand what the author said in the story.third Applied level we have to analize information in the text and then we apply the information in the text. Adopted from: H. Berry James. (2005), Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAME: HERLINA (30) Reading comprehension level 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. James H. Berry SC4 (2005) stated There are three different levels of comprehension reading. they are literal level, the interpretive level and the applied level.
1. Literal level
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. 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. It is presumed that you have already memorized certain facts at the literal level and now you 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
3. 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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. From the definition it can be assumed that reading comprehension level is the reader have to understand the real meaning and have memorized dates and facts, then the reader have to see the implications of the author’s say in the message . And the the reader have to apply the massage to other settings. Adopted from. Berry, James. H (2005).levels of Reading Comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcom
James H. Berry (2005) states that there are three different levels of comprehension : 1. Literal Level At the literal level, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. 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 3. 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 definition, it can be assumed that there are three levels of reading comprehension, first, literal level to find specific facts of text. Second, interpretive level to see the implications of the author’s words. And the last, applied level to examine the message from the author and attempting to apply that message to other settings. For example: 1. Literal level : At some point in you school career, you probably were exposed to this math formula: kr2 = A This is stated: pi r squared = Area. If you do not know what it means, you could memorize that the symbol k (pi) stands for the 16th letter of the Greek alphabet representing the value found by dividing the diameter of a circle into its circumference. 2. Interpretive level : you would be able to understand this formula “pi r squared” and know how it could be proven or perhaps be aware of its implication to you the math student 3. Applied level : if an instructor asks you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension. Retrievied : http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
James H. Berry (2005:1) states that reading is a thinking activity; it has levels which mean different depths of understanding, different analysis of what is meant. These three different 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. From the definition, it can be assumed that reading has levels which differentiate the understanding of the text. For example: a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time. At the 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.
Retrieved from: http://academic.cuesta.edu/acasupp/AS/303.HTM Retrieved from: www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc2005 by James H. Berry, SC4
James H. Berry ( 2005 : 1 ) states that the three levels of comprehension: 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. It can be assumed that literal level is objective test.because it is fact and details.and it is used WH question.(what,who,why,when,how,etc). The second level is interpretive level. It is subjective, because it is make logical leaps and educated guesses, for example: it is used “what if “.and the last , applied level,it is analyzing information and applied it.
Adopted from : H Berry, James . ( 2005).Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcom
Name : SRI MAHDALENA Student’s Number : 29 NIM : 08 25 065 Major : PBI "08" 2B IAIN RF
Reading comprehension has different levels. Burns et al (1984:177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. 1) Literal Comprehension Reading for literal comprehension, which involves acquiring information that is directly stated in a selection is a prerequisite for higher level 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. From the definition above, it can be assumed that Reading comprehension has different levels. It reflects the abilities of the readers to get and understand the information from the text. The readers can analysis the content of the text based on their knowledge. It divides reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. Literal comprehension means acquiring information that Recognizing stated main ideas, details, causes and effects, through understanding of vocabulary, sentence meaning, and paragraph meaning. For example, Question: What is the main idea of the text?. At this level, the readers would not have to understand the true meaning of a paragraph. However, the readers could memorize the information. The readers read a chapter dealing with dates or specific facts. Interpretive comprehension is the process of deriving ideas that are implied rather than directly stated. For example, subjective, types of questions are open-ended, like why, if, what, how, etc. Critical reading is evaluating written materials. For example, the readers get conclusion of the text. The last, Creative reading requires readers to think as they read and use their imaginations. For example, the readers can create new written based on as their read.
Name : SRI MAHDALENA Student’s Number : 29 NIM : 08 25 065 Major : PBI "08" 2B IAIN RF
Reading comprehension has different levels. Burns et al (1984:177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. 1) Literal Comprehension Reading for literal comprehension, which involves acquiring information that is directly stated in a selection is a prerequisite for higher level 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. From the definition above, it can be assumed that Reading comprehension has different levels. It reflects the abilities of the readers to get and understand the information from the text. The readers can analysis the content of the text based on their knowledge. It divides reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. Literal comprehension means acquiring information that Recognizing stated main ideas, details, causes and effects, through understanding of vocabulary, sentence meaning, and paragraph meaning. For example, Question: What is the main idea of the text?. At this level, the readers would not have to understand the true meaning of a paragraph. However, the readers could memorize the information. The readers read a chapter dealing with dates or specific facts. Interpretive comprehension is the process of deriving ideas that are implied rather than directly stated. For example, subjective, types of questions are open-ended, like why, if, what, how, etc. Critical reading is evaluating written materials. For example, the readers get conclusion of the text. The last, Creative reading requires readers to think as they read and use their imaginations. For example, the readers can create new written based on as their read. Adopted from : Burns et al (1984:177). Reading comprehension has different levels. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
According to Karlin (1971), being able to read for literal meanings is stated ideas is influenced by one's mastery of word meanings in context.
It can be assumed that Reader find information and ideas that are explicitly stated in the text.
Ex: Learners identify when a question is asking about something that can be found in the text, learn how to find the answer in the text, and match an answer choice with the words that they found in the text.
2. Interpretive
Interpretive comprehension involves reading between the lines or making inferences. It is the process of deriving ideas that are implied rather than directly stated.
It can be assumed that Reader must be able to read critically and analyze carefully what they have read. Reader needs to be able to see relationships among ideas.
Ex: When learners can't find the fact in the passage, they learn to look back for clue words that make them think about the answer to the question. The clue words are different than the possible answers, but they help answer the question.
3. Critical Reading (the ability to question and analyze text as you read it)
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 can be assumed that this is the combination of literal comprehension and interpretive comprehension, reader grasping implied ideas is especially important.
Adapted from :
Karlin, Robert. (1971) Teaching Elementary Reading:Principles and Strategies. Harcourt Brace and Jovanovich, Inc. Burns et al (1984:177)
Retrieved from : http://iteslj.org/Techniques/Mohamad-TestingReading.html file:///D:/master%20tugas/ER/levels%20of%20reading%20comprehension%20resources.htm http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html http://www.krepublishers.com/02-Journals/IJES/IJES-03-0-000-11-Web/IJES-03-2-000-11-ABST-PDF/IJES-03-2-103-11-124-Ofodu-G-O/IJES-03-2-103-11-124-Ofodu-G-O-Tt.pdf http://www.7speedreading.com/the-many-levels-of-reading-comprehension http://www.headsprout.com/parents/parent-comprehension-lessons/
Name : SRI MAHDALENA Student’s Number : 29 NIM : 08 25 065 Major : PBI "08" 2B IAIN RF
Reading comprehension has different levels. Burns et al (1984:177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. 1) Literal Comprehension Reading for literal comprehension, which involves acquiring information that is directly stated in a selection is a prerequisite for higher level 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. From the definition above, it can be assumed that Reading comprehension has different levels. It reflects the abilities of the readers to get and understand the information from the text. The readers can analysis the content of the text based on their knowledge. It divides reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. Literal comprehension means acquiring information that Recognizing stated main ideas, details, causes and effects, through understanding of vocabulary, sentence meaning, and paragraph meaning. For example, Question: What is the main idea of the text?. At this level, the readers would not have to understand the true meaning of a paragraph. However, the readers could memorize the information. The readers read a chapter dealing with dates or specific facts. Interpretive comprehension is the process of deriving ideas that are implied rather than directly stated. For example, subjective, types of questions are open-ended, like why, if, what, how, etc. Critical reading is evaluating written materials. For example, the readers get conclusion of the text. The last, Creative reading requires readers to think as they read and use their imaginations. For example, the readers can create new written based on as their read. Adopted from : Burns et al (1984:177). Reading comprehension has different levels. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
READING COMPREHENSION LEVEL Burns et al (1984:177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. 1) Literal Comprehension Reading for literal comprehension, which involves acquiring 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. From that explanation it can be assumed that there are many levels in reading comprehension it be based on the reader knowledge, such as literal comprehension it is the first level of reading comprehension and it is the easiest level because as long as the person understood the material, the language of it, what was viewed, than it can be assumed that they achieved the literal level of comprehension . The second level is interpretive comprehension. This level forces the student to build his or her understanding of the subject matter by using the facts presented to read between the lines for the true meaning of what was meant for absorption. The third level is critical reading which leads the reader to critic the text that they have read and the last level is creative reading which allowed the reader to use their imagination ability to create new form of text based on what they have read. Adopted from: Burns et al.1984. Levels of reading comprehension. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
According to Akmar Mohamad (1999,1) Reading Comprehension levels are The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. 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. from the definition it can be assumed that reading comprehesion levels are first, readers find out the mind ide of the text. Second, readers must think deeply. the third, readers should understand texts. for example, reading a text by using these levels, so readers should know the mind idea of the text, think critically and understand texts.
Adopted from : Akmar, Mohamad. (1999). What Do We Test When We Test Reading Comprehension? . Retrieved from : http://iteslj.org/Techniques/Mohamad-TestingReading.html . Accessed on: Tuesday, 1 May 2012
Mc Whorten (2004, 1) states that the three levels of reading comprehension are LITERAL (what is actually stated), INTERPRETIVE (what is implied or meant, rather than what is actually stated) and 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). From the definition, it can be assumed that there are three levels of reading comprehension, from the lowest to the highest level. First, LITERAL where the readers are just able to comprehend the stated information, for example the reader can answer the “who, what, when, and where” questions of the text he has read. Second, INTERPRETITIVE where the readers are able to comprehend the implied meanings of the text he has read, ex when the readers can answer the “why, what if, and how” questions. And the last, APPLIED where the readers are able to analyze or synthesize the information of the text and apply it to the other information.
Adopted from: Mc Whorten, Kathleen T. (September, 2004). Levels of Comprehension. Retrieved from: http://academic.cuesta.edu/acasupp/as/303.HTM.
7 Hasan Sadiqin Level of Reading Comprehension James H. Berry (2005) states that there are three level of reading comprehension: 1.Literal level; it means that you would not have to understand the true meaning of a paragraph. However, you could memorize the information. 2.Interpretive level. At this level, you are attempting to understand what the author meant by what she/ he said in the story, paragraph or textbook. 3.Applied level; in this level we are analyzing or synthesizing information and applying it to other information. From the definition, it can be assumed that there are 3 levels of reading comprehension where these levels are the different of level (depth) of a reader understanding in reading; the first level is literal level, in this level a reader considers about the author’s say, especially about a specific fact. The Second one is interpretive level. In this level a reader understands what the meant of what the author said. And the third one is applied level. In this level a reader have to analyze information in the text and then we apply the information in the text. Adopted from: H. Berry James. (2005), Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
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 Carver's explanation, it can be assumed that the level of the reading comprehension can be different. it depends on the reader's ability and what they want to get from the text. For the first level, the reader must decode the meaning of the words in a particular sentence. The second is combining the individual meaning into complete one.The third is understanding of the paragraph. And the last is evaluating of the ideas that the reader have already got. For example, if the readers start in reading a text and they use those levels, it means that they must start from the beginning one till they understand the idea of the text that they have read.
Adopted from: Carver in Devine (2000: 30). Levels of reading comprehension. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
James H Berry(2005:1) states that that reading is a thinking activity; it has levels which mean different depths of understanding, different analysis of what is meant. There are three different levels of reading comprehension: 1. Literal level,At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. 2. 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. 3. 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. So,It can be assumed that Reading Comprehension Level is a complex level process of reading a text based on the level of reader's understanding.
Adopted from: Berry H, James (2005:1).Levels of reading comprehension. Retrieved from:http://www.sc4.edu/documents/studyskills/h7levelsreadingcom
James H. Berry (2005.1) states that 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 can be called the literal level, the interpretive level and the applied level. At literal level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. At interpretive level you 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 you are attempting to see the implications of the author’s words. At applied level you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level.
From Berry’s statement can assumed that Reading comprehension level is reading in different level of comprehension. For example, a student started at the literal level memorizing dates from history. Adopted from: H. Berry, James (2005.1) Levels of Reading Comprehension Retrieved from: www.sc4.edu/.../h7levelsreadi... - Amerika Serikat
Jennifer Zimmerman (2009) states Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. According to Cuesta College Expert there are three levels of reading comprehension are presented in the following hierarchy from the least to the most sophisticated level of reading.
1. LITERAL - what is actually stated facts and details, rote learning and memorization and surface understanding only 2. INTERPRETIVE - what is implied or meant, rather than what is actually stated. Such as: • 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. 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, such as Analyzing, Synthesizing and Applying.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in appropriate skill for each kind of purpose based on the level of reader.
REFERENCES - Adopted from: Jennifer Zimmerman (2009). Definition of Reading Comprehension. Retrieved from : http://www.ehow.com/about_6593485_definition-reading-comprehension.html - Adopted from: Cuesta College Article (2004). Levels of Comprehension. Retrieved from : http://academic.cuesta.edu/acasupp/as/303.htm
Name : Isa Nurhayati 01 NIM : 0825023 EXTENSIVE READING READING COMPREHENSION LEVEL According to Clara Wong Kee (1997:9) states that reading comprehension is a process making sense of a written text. The National Reading Panel (NRP) on its website National Reading Panel reported comprehension is key to improving reading skills. Reading is a thinking activity. Levels mean different depths of understanding, different analysis of what is meant. Simply, reading comprehension is the act of understanding what you are reading. In other words, you 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. 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 wherequestions.
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. Retrieved from : http://academic.cuesta.edu/acasupp/as/303.htm http://nationlreadingpanel.org/FAQ/faq.htm#1 http://yoyoii.blogspot.com/2011/06/definition-reading-comprehension.html
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension. From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References : Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
VI. READING COMPREHENSION LEVEL According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text. According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly. 1. (Literal Level) At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed. 2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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. 3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings. In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : what is actually stated.
- Facts and details - 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 ) NIM : 08 25 0031 Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : ROSITA Nim : 0825051 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.
From this state, it can be assumed that, we read the story and than we do the discourse analysis and we get the imformation from the reading. So we can make question from the reading with good garmmar. For example : the story about Borobudur temple and than make a question from the story with good grammar. E.g. how many temple over there?
Reference : Berry, James H. (02/09/2004.) Levels of Comprehension. Retrieved from : http://academic.cuesta.edu/acasupp/as/303.htm
according to Mr.Worthen (2004), He said that, there are 3 levels of reading comperhansion, Literal (what is actually stated), Interprettive (is implied or meant, rather than what is actually stated), and 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)
from this statement, it can be assumed that, when we want to do reading comperhansion, there are 3 levels that we must do in reading comperhansion, from the lowest level unti the higher level. - first, LITERAL - what is actually stated when we want to do reading comperhansion, we must know what is actually stated in the text that we will read. Common questions used to illicit this type of thinking are who, what, when, and where questions. - second, INTERPRETIVE - what is implied or meant, rather than what is actually stated. after we do the first level, we do this level to find out what was we do in the first level, is it implied or not. types of questions asked are open-ended, thought-provoking questions like why, what if, and how - the last level, 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 this level is in the conduct of a third level of reading comperhansion. the level of this is a continuation of earlier two levels. In this level we are analyzing or synthesizing information and applying it to other information.
reference : Mc Whorten, Kathleen T. (September, 2004). Levels of Comprehension. Retrieved from: http://academic.cuesta.edu/acasupp/as/303.HTM
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 definition, it can be assumed that the level of reading comprehension can be varied, but depending on the capabilities and the ability of the reader what the reader wants to get from the text. So the reader can understand the content of the reading in accordance with the above stages based on Carver in Devine’s explanation. Adopted from: Carver in Devine (2000: 30). Levels of reading comprehension. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
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 definition, it can be assumed that the level of reading comprehension can be varied, but depending on the capabilities and the ability of the reader what the reader wants to get from the text. So the reader can understand the content of the reading in accordance with the above stages based on Carver in Devine’s explanation. Adopted from: Carver in Devine (2000: 30). Levels of reading comprehension. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
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 definition, it can be assumed that the level of reading comprehension can be varied, but depending on the capabilities and the ability of the reader what the reader wants to get from the text. So the reader can understand the content of the reading in accordance with the above stages based on Carver in Devine’s explanation. Adopted from: Carver in Devine (2000: 30). Levels of reading comprehension. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
Novi Kasari (0825043)
ReplyDeleteLevels of Reading Comprehension
Copyright © 2005 by James H. Berry, SC4
Introduction
Reading is a thinking activity. By now you have read this several times...is it sinking in?_____ This process involves getting meaning from the printed word or symbol. 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. In other words, you 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. 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, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you 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, you 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 you 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 you are attempting to understand the social implications and the political implications of his ascension to the throne. Perhaps a teacher might ask you,
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, you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
Reference
Berry, James H. ( 2005). Levels of Reading Comprehension. Retrieved from : www.sc4.edu/.../h7levelsreadi.
Name : Yovfita
ReplyDeleteNIM : 08 25 058 (24)
Subject : Extensive Reading
Lecturer : Holandyah, M.Pd
VI. READING COMPREHENSION LEVEL
James H. Berry, SC4 states that Level 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 can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
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, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you 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, you 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 you 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.
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, you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
From the definition, it can be assumed that reading comprehension level is degree in processing of simultaneously extract and construct meaning through interaction and involvement with written language. There are 3 Levels of reading comprehension, that are:
1. Literal level, is based on what was actually stated in the material. It is the easiest because it deals with the facts that were presented, nothing more.
2. Interpretive level depending on the theorist in question, goes a step further. This level requires that the subject material is not only understood, but also that a general understanding of what was implied is reached.
3. Applied level is the level that deals with the student applying what was shared to real life events or situations.
Adopted From : Berry, James H. ( 2005). Levels of Reading Comprehension.
Retrieved from : www.sc4.edu/.../h7levelsreadi.
Reply
Name : Emaliana Hidayati/35
ReplyDeleteNIM : 08 25 703
James H. Berry ( 2005: 1 ) states that there are three levels of reading comprehension.
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, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
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, you 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 you are attempting to see the implications of the author’s words. At this level, you are attemp are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook. ting 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.
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, you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level. This presumes that you have already reached the previous two levels. At this level, you 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 you to consider this question, think about how you would respond.
It can be assumed that literal level is the most simple, because we would not have to understand the true meaning of a paragraph, however, you could memorize the information. For example : we only memorize dates and facts. And the second level is interpretive level.
In this level we are attempting to understand what the author meant by what she /he said in the story, paragraph or textbook. The last level is applied level. At this level the reader or student can attempt to answer the question. We are attempting to elevate or raise our thinking to a more critical, analyzing level.
Adopted from : H Berry, James . ( 2005).Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcom
Name : Rian Puspita Sarie
ReplyDeleteNIM : 0825048
NO : 15
READING COMPREHENSION LEVEL
Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are :
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.
1. The Applied Level
Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented in the text.
Name : Rian Puspita Sarie
ReplyDeleteNIM : 0825048
NO : 15
READING COMPREHENSION LEVEL
Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are :
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.
1. The Applied Level
Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented 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/Nunn-Interacting.html
Name : Rian Puspita Sarie
ReplyDeleteNIM : 0825048
NO : 15
READING COMPREHENSION LEVEL
Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are :
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.
1. The Applied Level
Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented 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/Nunn-Interacting.html
Name : Rian Puspita Sarie
ReplyDeleteNIM : 0825048
NO : 15
READING COMPREHENSION LEVEL
Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are :
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.
1. The Applied Level
Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented 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/Nunn-Interacting.html
Name : Rian Puspita Sarie
ReplyDeleteNIM : 0825048
NO : 15
READING COMPREHENSION LEVEL
Karlin, Robert states that 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 they 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, we can assume that there are 3 level in reading comprehension. They are :
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.
1. The Applied Level
Understandings at the literal and interpretive levels are combined, reorganized and restructured at the applied level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read between the lines and to develop a deeper understanding of the concepts, principles and implications presented 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/Nunn-Interacting.html
Name : NOVALYA LAYUNG SARI
ReplyDeleteNO : 36
Natalie Q states that When it comes to education and retention, there are four noted levels of 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. The first level, which is the Literal level, is based on what was actually stated in the material. It is the easiest because it deals with the facts that were presented, nothing more. In this level, there is no need to go beyond what was stated, the material just has to get absorbed as it was shared, with no bias or opinion by the reader or student. For the most part, as long as the person understood the material, the language of it, what was viewed, than it is safe to say that they achieved the literal level of comprehension. The second level, Interpretive or Inferential, depending on the theorist in question, goes a step further. This level requires that the subject material is not only understood, but also that a general understanding of what was implied is reached. This forces the student to build his or her understanding of the subject matter by using the facts presented to read between the lines for the true meaning of what was meant for absorption. The third level, Applied or Evaluative, is the level that deals with the student applying what was shared to real life events or situations. This level does allow for the student or reader to include bias and their opinion as it relates to the subject material. Their ability to translate its meaning to their own experiences is the measure by which their level of actual understanding is based, so far as their retention goes. The final level, Appreciative, is based on the student's own feelings towards the material or author. It is considered more abstract than any of the other levels because personality, likes and dislikes can affect this level. Inevitably, the key is to get each student to go through all four levels of comprehension, and this is a good guide to follow to gauge if the levels are indeed reached by the student. From that explanation it can be assumed that there are four level of reading comprehension, they are : Literal level, , Interpretive or Inferential level, Applied or Evaluative level, and the last , Appreciative level, More reference links www.mtsac.edu www.scribd.com
adopted from : Natalie Q, reading comprehension level. Retrieved from :
http://www.reference.com/motif/education/four-levels-of-comprehension
Name : Yuniasari
ReplyDeleteNo. : 25
James H. Berry (2005) states that reading is a thinking activity; it has levels which 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:
- Literal level what is actually stated.
You would not have to understand the true meaning of a paragraph; however, you could memorize the information.
- Interpretive level is what is implied or meant, rather than what is actually stated.
You are attempting to understand what the author meant by what s/he said in the story, paragraph or textbook.
- 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.
From the definition, it can be assumed that reading has levels which differentiate the understanding of the text.
For example: a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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.
Retrieved from: http://academic.cuesta.edu/acasupp/as/303.htm
Retrieved from: http://www.edu.gov.on.ca/eng/research/kirby.pdf
Retrieved from: wiki.answers.com/Q/What_are_the_four_levels_of_reading_comprehension
Retrieved from: www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAMA : AKHIROTUL FAIZATIN NISA’
DeleteNIM : 0825004
NO : 4
LEVEL OF READING COMPREHENSION
According to James H. Berry (2005) state that there are three level of reading comprehension first literal level it means that you would not have to understand the true meaning of a paragraph, however, you could memorize the information.second 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. Third Applied level In this level we are analyzing or synthesizing information and applying it to other information.
From definition it can be assumed that reading comprehension of level divided into three level the first literal level it means that we haven’t understand the true meaning but we just memorize the information in the text. Second interpretive level it means that we have to understand what the author said in the story.third Applied level we have to analize information in the text and then we apply the information in the text.
Adopted from: H. Berry James.(2005),Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAMA : AKHIROTUL FAIZATIN NISA’
DeleteNIM : 0825004
NO : 4
LEVEL OF READING COMPREHENSION
According to James H. Berry (2005) state that there are three level of reading comprehension first literal level it means that you would not have to understand the true meaning of a paragraph, however, you could memorize the information.second 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. Third Applied level In this level we are analyzing or synthesizing information and applying it to other information.
From definition it can be assumed that reading comprehension of level divided into three level the first literal level it means that we haven’t understand the true meaning but we just memorize the information in the text. Second interpretive level it means that we have to understand what the author said in the story.third Applied level we have to analize information in the text and then we apply the information in the text.
Adopted from: H. Berry James. (2005), Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
NAME: HERLINA (30)
DeleteReading comprehension level
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.
James H. Berry SC4 (2005) stated There are three different levels of comprehension reading. they are literal level, the interpretive level and the applied level.
1. Literal level
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. 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. It is presumed that you have already memorized certain facts at the literal level and now you 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
3. 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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
From the definition it can be assumed that reading comprehension level is the reader have to understand the real meaning and have memorized dates and facts, then the reader have to see the implications of the author’s say in the message . And the the reader have to apply the massage to other settings.
Adopted from. Berry, James. H (2005).levels of Reading Comprehension. Retrieved from:
http://www.sc4.edu/documents/studyskills/h7levelsreadingcom
13. Raudah Tul Jannah
ReplyDeleteJames H. Berry (2005) states that there are three different levels of comprehension :
1. Literal Level
At the literal level, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. 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
3. 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 definition, it can be assumed that there are three levels of reading comprehension, first, literal level to find specific facts of text. Second, interpretive level to see the implications of the author’s words. And the last, applied level to examine the message from the author and attempting to apply that message to other settings.
For example:
1. Literal level : At some point in you school career, you probably were exposed to this math formula: kr2 = A This is stated: pi r squared = Area. If you do not know what it means, you could memorize that the symbol k (pi) stands for the 16th letter of the Greek alphabet representing the value found by dividing the diameter of a circle into its circumference.
2. Interpretive level : you would be able to understand this formula “pi r squared” and know how it could be proven or perhaps be aware of its implication to you the math student
3. Applied level : if an instructor asks you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
Retrievied :
http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : VEBY
ReplyDeleteNUMBER : 23
James H. Berry (2005:1) states that reading is a thinking activity; it has levels which mean different depths of understanding, different analysis of what is meant. These three different 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. From the definition, it can be assumed that reading has levels which differentiate the understanding of the text.
For example: a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time. At the 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.
Retrieved from: http://academic.cuesta.edu/acasupp/AS/303.HTM
Retrieved from: www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc2005 by James H. Berry, SC4
Name : 39 / Pebrianti
ReplyDeleteNIM : 08 25 709
James H. Berry ( 2005 : 1 ) states that the three levels of comprehension:
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.
It can be assumed that literal level is objective test.because it is fact and details.and it is used WH question.(what,who,why,when,how,etc). The second level is interpretive level. It is subjective, because it is make logical leaps and educated guesses, for example: it is used “what if “.and the last , applied level,it is analyzing information and applied it.
Adopted from : H Berry, James . ( 2005).Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcom
Name : SRI MAHDALENA
ReplyDeleteStudent’s Number : 29
NIM : 08 25 065
Major : PBI "08" 2B IAIN RF
Reading comprehension has different levels. Burns et al (1984:177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading.
1) Literal Comprehension
Reading for literal comprehension, which involves acquiring information that is directly stated in a selection is a prerequisite for higher level 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.
From the definition above, it can be assumed that Reading comprehension has different levels. It reflects the abilities of the readers to get and understand the information from the text. The readers can analysis the content of the text based on their knowledge. It divides reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. Literal comprehension means acquiring information that Recognizing stated main ideas, details, causes and effects, through understanding of vocabulary, sentence meaning, and paragraph meaning. For example, Question: What is the main idea of the text?. At this level, the readers would not have to understand the true meaning of a paragraph. However, the readers could memorize the information. The readers read a chapter dealing with dates or specific facts. Interpretive comprehension is the process of deriving ideas that are implied rather than directly stated. For example, subjective, types of questions are open-ended, like why, if, what, how, etc. Critical reading is evaluating written materials. For example, the readers get conclusion of the text. The last, Creative reading requires readers to think as they read and use their imaginations. For example, the readers can create new written based on as their read.
Name : SRI MAHDALENA
ReplyDeleteStudent’s Number : 29
NIM : 08 25 065
Major : PBI "08" 2B IAIN RF
Reading comprehension has different levels. Burns et al (1984:177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading.
1) Literal Comprehension
Reading for literal comprehension, which involves acquiring information that is directly stated in a selection is a prerequisite for higher level 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.
From the definition above, it can be assumed that Reading comprehension has different levels. It reflects the abilities of the readers to get and understand the information from the text. The readers can analysis the content of the text based on their knowledge. It divides reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. Literal comprehension means acquiring information that Recognizing stated main ideas, details, causes and effects, through understanding of vocabulary, sentence meaning, and paragraph meaning. For example, Question: What is the main idea of the text?. At this level, the readers would not have to understand the true meaning of a paragraph. However, the readers could memorize the information. The readers read a chapter dealing with dates or specific facts. Interpretive comprehension is the process of deriving ideas that are implied rather than directly stated. For example, subjective, types of questions are open-ended, like why, if, what, how, etc. Critical reading is evaluating written materials. For example, the readers get conclusion of the text. The last, Creative reading requires readers to think as they read and use their imaginations. For example, the readers can create new written based on as their read.
Adopted from : Burns et al (1984:177). Reading comprehension has different levels. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
22. Tia Pramaditha.AR
ReplyDelete1. Literal comprehension
According to Karlin (1971), being able to read for literal meanings is stated ideas is influenced by one's mastery of word meanings in context.
It can be assumed that Reader find information and ideas that are explicitly stated in the text.
Ex: Learners identify when a question is asking about something that can be found in the text, learn how to find the answer in the text, and match an answer choice with the words that they found in the text.
2. Interpretive
Interpretive comprehension involves reading between the lines or making inferences. It is the process of deriving ideas that are implied rather than directly stated.
It can be assumed that Reader must be able to read critically and analyze carefully what they have read. Reader needs to be able to see relationships among ideas.
Ex: When learners can't find the fact in the passage, they learn to look back for clue words that make them think about the answer to the question. The clue words are different than the possible answers, but they help answer the question.
3. Critical Reading (the ability to question and analyze text as you read it)
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 can be assumed that this is the combination of literal comprehension and interpretive comprehension, reader grasping implied ideas is especially important.
Adapted from :
Karlin, Robert. (1971) Teaching Elementary Reading:Principles and Strategies. Harcourt Brace and Jovanovich, Inc.
Burns et al (1984:177)
Retrieved from :
http://iteslj.org/Techniques/Mohamad-TestingReading.html
file:///D:/master%20tugas/ER/levels%20of%20reading%20comprehension%20resources.htm
http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
http://www.krepublishers.com/02-Journals/IJES/IJES-03-0-000-11-Web/IJES-03-2-000-11-ABST-PDF/IJES-03-2-103-11-124-Ofodu-G-O/IJES-03-2-103-11-124-Ofodu-G-O-Tt.pdf
http://www.7speedreading.com/the-many-levels-of-reading-comprehension
http://www.headsprout.com/parents/parent-comprehension-lessons/
Name : SRI MAHDALENA
ReplyDeleteStudent’s Number : 29
NIM : 08 25 065
Major : PBI "08" 2B IAIN RF
Reading comprehension has different levels. Burns et al (1984:177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading.
1) Literal Comprehension
Reading for literal comprehension, which involves acquiring information that is directly stated in a selection is a prerequisite for higher level 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.
From the definition above, it can be assumed that Reading comprehension has different levels. It reflects the abilities of the readers to get and understand the information from the text. The readers can analysis the content of the text based on their knowledge. It divides reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading. Literal comprehension means acquiring information that Recognizing stated main ideas, details, causes and effects, through understanding of vocabulary, sentence meaning, and paragraph meaning. For example, Question: What is the main idea of the text?. At this level, the readers would not have to understand the true meaning of a paragraph. However, the readers could memorize the information. The readers read a chapter dealing with dates or specific facts. Interpretive comprehension is the process of deriving ideas that are implied rather than directly stated. For example, subjective, types of questions are open-ended, like why, if, what, how, etc. Critical reading is evaluating written materials. For example, the readers get conclusion of the text. The last, Creative reading requires readers to think as they read and use their imaginations. For example, the readers can create new written based on as their read.
Adopted from : Burns et al (1984:177). Reading comprehension has different levels. Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
Name : Arri Ardilla
ReplyDeleteNo : 33
READING COMPREHENSION LEVEL
Burns et al (1984:177) divide reading comprehension into literal comprehension, interpretive comprehension, critical reading, and creative reading.
1) Literal Comprehension
Reading for literal comprehension, which involves acquiring 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.
From that explanation it can be assumed that there are many levels in reading comprehension it be based on the reader knowledge, such as literal comprehension it is the first level of reading comprehension and it is the easiest level because as long as the person understood the material, the language of it, what was viewed, than it can be assumed that they achieved the literal level of comprehension . The second level is interpretive comprehension. This level forces the student to build his or her understanding of the subject matter by using the facts presented to read between the lines for the true meaning of what was meant for absorption. The third level is critical reading which leads the reader to critic the text that they have read and the last level is creative reading which allowed the reader to use their imagination ability to create new form of text based on what they have read.
Adopted from: Burns et al.1984. Levels of reading comprehension.
Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
28. Eko Saputra (0825_0064)
ReplyDeleteREADING COMPREHESION LEVELS
According to Akmar Mohamad (1999,1) Reading Comprehension levels are The first level, literal comprehension, is the most obvious. Comprehension at this level involves surface meanings. The second level or strand is interpretive or referential comprehension. At this level, students go beyond what is said and read for deeper meanings. 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. from the definition it can be assumed that reading comprehesion levels are first, readers find out the mind ide of the text. Second, readers must think deeply. the third, readers should understand texts. for example, reading a text by using these levels, so readers should know the mind idea of the text, think critically and understand texts.
Adopted from : Akmar, Mohamad. (1999). What Do We Test When We Test Reading Comprehension? . Retrieved from : http://iteslj.org/Techniques/Mohamad-TestingReading.html . Accessed on: Tuesday, 1 May 2012
Name : Haritsah Sani
ReplyDeleteNo : 6
Mc Whorten (2004, 1) states that the three levels of reading comprehension are LITERAL (what is actually stated), INTERPRETIVE (what is implied or meant, rather than what is actually stated) and 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).
From the definition, it can be assumed that there are three levels of reading comprehension, from the lowest to the highest level. First, LITERAL where the readers are just able to comprehend the stated information, for example the reader can answer the “who, what, when, and where” questions of the text he has read. Second, INTERPRETITIVE where the readers are able to comprehend the implied meanings of the text he has read, ex when the readers can answer the “why, what if, and how” questions. And the last, APPLIED where the readers are able to analyze or synthesize the information of the text and apply it to the other information.
Adopted from: Mc Whorten, Kathleen T. (September, 2004). Levels of Comprehension. Retrieved from: http://academic.cuesta.edu/acasupp/as/303.HTM.
7 Hasan Sadiqin
DeleteLevel of Reading Comprehension
James H. Berry (2005) states that there are three level of reading comprehension:
1.Literal level; it means that you would not have to understand the true meaning of a paragraph. However, you could memorize the information.
2.Interpretive level. At this level, you are attempting to understand what the author meant by what she/ he said in the story, paragraph or textbook.
3.Applied level; in this level we are analyzing or synthesizing information and applying it to other information.
From the definition, it can be assumed that there are 3 levels of reading comprehension where these levels are the different of level (depth) of a reader understanding in reading; the first level is literal level, in this level a reader considers about the author’s say, especially about a specific fact. The Second one is interpretive level. In this level a reader understands what the meant of what the author said. And the third one is applied level. In this level a reader have to analyze information in the text and then we apply the information in the text.
Adopted from: H. Berry James. (2005), Levels of reading comprehension. Retrieved from: http://www.sc4.edu/documents/studyskills/h7levelsreadingcomp.doc
Name : Romiana Puspa
ReplyDeleteNumber : 32
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 Carver's explanation, it can be assumed that the level of the reading comprehension can be different. it depends on the reader's ability and what they want to get from the text. For the first level, the reader must decode the meaning of the words in a particular sentence. The second is combining the individual meaning into complete one.The third is understanding of the paragraph. And the last is evaluating of the ideas that the reader have already got. For example, if the readers start in reading a text and they use those levels, it means that they must start from the beginning one till they understand the idea of the text that they have read.
Adopted from: Carver in Devine (2000: 30). Levels of reading comprehension.
Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
Number: 10
ReplyDeleteName : Mawaddah MD
James H Berry(2005:1) states that that reading is a thinking activity; it has levels which mean different depths of understanding, different analysis of what is meant. There are three different levels of reading comprehension: 1. Literal level,At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. 2. 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. 3. 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. So,It can be assumed that Reading Comprehension Level is a complex level process of reading a text based on the level of reader's understanding.
Adopted from: Berry H, James (2005:1).Levels of reading comprehension. Retrieved from:http://www.sc4.edu/documents/studyskills/h7levelsreadingcom
From: Mawaddah Md
Name : Indriyani
ReplyDeleteNIM : 08 25 022
No. : 09
READING COMPREHENSION LEVEL
James H. Berry (2005.1) states that 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 can be called the literal level, the interpretive level and the applied level.
At literal level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information.
At interpretive level you 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 you are attempting to see the implications of the author’s words.
At applied level you are attempting to elevate or raise your thinking one more “notch” or level to a more critical, analyzing level.
From Berry’s statement can assumed that Reading comprehension level is reading in different level of comprehension. For example, a student started at the literal level memorizing dates from history.
Adopted from: H. Berry, James (2005.1) Levels of Reading Comprehension
Retrieved from: www.sc4.edu/.../h7levelsreadi... - Amerika Serikat
PBI 08A
ReplyDeleteName : AISYAH RAIDA CENDIKA
Number : 03
VI. READING COMPREHENSION LEVEL
Jennifer Zimmerman (2009) states Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. According to Cuesta College Expert there are three levels of reading comprehension are presented in the following hierarchy from the least to the most sophisticated level of reading.
1. LITERAL - what is actually stated facts and details, rote learning and memorization and surface understanding only
2. INTERPRETIVE - what is implied or meant, rather than what is actually stated. Such as:
• 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.
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, such as Analyzing, Synthesizing and Applying.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in appropriate skill for each kind of purpose based on the level of reader.
REFERENCES
- Adopted from: Jennifer Zimmerman (2009). Definition of Reading Comprehension. Retrieved from : http://www.ehow.com/about_6593485_definition-reading-comprehension.html
- Adopted from: Cuesta College Article (2004). Levels of Comprehension. Retrieved from : http://academic.cuesta.edu/acasupp/as/303.htm
Name : Isa Nurhayati 01
ReplyDeleteNIM : 0825023
EXTENSIVE READING
READING COMPREHENSION LEVEL
According to Clara Wong Kee (1997:9) states that reading comprehension is a process making sense of a written text. The National Reading Panel (NRP) on its website National Reading Panel reported comprehension is key to improving reading skills. Reading is a thinking activity. Levels mean different depths of understanding, different analysis of what is meant. Simply, reading comprehension is the act of understanding what you are reading. In other words, you 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.
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 wherequestions.
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.
Retrieved from :
http://academic.cuesta.edu/acasupp/as/303.htm
http://nationlreadingpanel.org/FAQ/faq.htm#1
http://yoyoii.blogspot.com/2011/06/definition-reading-comprehension.html
Name : Lili Marlini
DeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
DeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
DeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
DeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
DeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
ReplyDeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
ReplyDeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
ReplyDeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
DeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
ReplyDeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
ReplyDeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
ReplyDeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
ReplyDeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Lili Marlini
ReplyDeleteNim : 08250029
No : 18
VI. READING COMPREHENSION LEVEL
According Jennifer Zimmerma, Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. You can probably read "Sniptops are finbuggle" because you can decode the sounds in the words, but you can't comprehend it because two of the words are nonsense. People with good reading comprehension use several strategies that help them understand the text.
According H. James Berry (2005). Reading comprehension leves devides three levels .different levels of comprehension can be called the literal level, the interpretive level and the applied level. Let’s examine what each means briefly.
1. (Literal Level)
At this level, you would not have to understand the true meaning of a paragraph, however, you could memorize the information. Instructors might ask you to read a chapter dealing with dates or specific facts. At the literal level, you would memorize these dates and facts. However, even though you 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, you are looking at what was written by an author at “face value”, little interpretation is needed.
2. (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. It is presumed that you have already memorized certain facts at the literal level and now you 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.
3. (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. This presumes that you have already reached the previous two levels. At this level, you are “reading between the lines” and then examining the message from the author and attempting to apply that message to other settings.
In this pretend scenario from history, a student started at the literal level memorizing dates from history. At the interpretive level, the student would have examined the implications of those dates...what else was going on, what impact King Henry might have had on England, on the politics of the time, etc. At the 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 you to write an essay explaining how people are affected (controlled or influenced) by power and you responded appropriately...you would be at the applied level of comprehension.
From the expert’s explanation above be assumed Reading Comprehension Level is reading in based on what students need ,based on the level of reader.
References :
Adopted From: Zimmerma Jenifer(2009:1) Definition of Reading Comprehension retreived From: http://www.ehow.com/about_6593485_definition-reading-comprehension.html
Adopted From : Berry James (2005:1) Levels of Reading and Comprehension retreived from: http://www.google.co.id/url?sa=t&rct=j&q=example+of+literal+level+of+reading+comprehension&source=web&cd=1&ved=0CGgQFjAA&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=uyCtT6CBH82rrAfas4SoDA&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : what is actually stated.
- Facts and details
- 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From : http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From :
http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From :
http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From :
http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From :
http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From :
http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From :
http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From :
http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
Subject : Extensive Reading
READING COMPREHENSION LEVEL
James H. Berry (2005) states that the understanding level of the text. This understanding comes from the interaction between the words that are written. There are three levels of reading comprehension. They are :
1.LITERAL LEVEL : 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.
Adopted From : Copyright © 2005 by James H. Berry, SC4. Levels of Reading Comprehension.
Retrieved From :
http://www.google.co.id/url?sa=t&rct=j&q=reading%20comprehension%20level%20&source=web&cd=2&ved=0CGgQFjAB&url=http%3A%2F%2Fwww.sc4.edu%2Fdocuments%2Fstudyskills%2Fh7levelsreadingcomp.doc&ei=1Tu7T_2zJcHtrQew-MXJBw&usg=AFQjCNGMadflFCQJipW5z2MTsf4sOYN50A&cad=rja
Name : ROSITA
ReplyDeleteNim : 0825051
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.
From this state, it can be assumed that, we read the story and than we do the discourse analysis and we get the imformation from the reading. So we can make question from the reading with good garmmar.
For example : the story about Borobudur temple and than make a question from the story with good grammar. E.g. how many temple over there?
Reference : Berry, James H. (02/09/2004.) Levels of Comprehension. Retrieved from : http://academic.cuesta.edu/acasupp/as/303.htm
Husnur Rusydi (27)
ReplyDelete0825 063
according to Mr.Worthen (2004), He said that, there are 3 levels of reading comperhansion, Literal (what is actually stated), Interprettive (is implied or meant, rather than what is actually stated), and 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)
from this statement, it can be assumed that, when we want to do reading comperhansion, there are 3 levels that we must do in reading comperhansion, from the lowest level unti the higher level.
- first, LITERAL - what is actually stated
when we want to do reading comperhansion, we must know what is actually stated in the text that we will read. Common questions used to illicit this type of thinking are who, what, when, and where questions.
- second, INTERPRETIVE - what is implied or meant, rather than what is actually stated.
after we do the first level, we do this level to find out what was we do in the first level, is it implied or not. types of questions asked are open-ended, thought-provoking questions like why, what if, and how
- the last level, 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
this level is in the conduct of a third level of reading comperhansion. the level of this is a continuation of earlier two levels.
In this level we are analyzing or synthesizing information and applying it to other information.
reference : Mc Whorten, Kathleen T. (September, 2004). Levels of Comprehension.
Retrieved from: http://academic.cuesta.edu/acasupp/as/303.HTM
Name: Azka Ridho
DeleteNim : 0825702 (34)
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 definition, it can be assumed that the level of reading comprehension can be varied, but depending on the capabilities and the ability of the reader what the reader wants to get from the text. So the reader can understand the content of the reading in accordance with the above stages based on Carver in Devine’s explanation.
Adopted from: Carver in Devine (2000: 30). Levels of reading comprehension.
Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
Name: Azka Ridho
ReplyDeleteNim : 0825702 (34)
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 definition, it can be assumed that the level of reading comprehension can be varied, but depending on the capabilities and the ability of the reader what the reader wants to get from the text. So the reader can understand the content of the reading in accordance with the above stages based on Carver in Devine’s explanation.
Adopted from: Carver in Devine (2000: 30). Levels of reading comprehension.
Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html
Name: Azka Ridho
ReplyDeleteNim : 0825702 (34)
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 definition, it can be assumed that the level of reading comprehension can be varied, but depending on the capabilities and the ability of the reader what the reader wants to get from the text. So the reader can understand the content of the reading in accordance with the above stages based on Carver in Devine’s explanation.
Adopted from: Carver in Devine (2000: 30). Levels of reading comprehension.
Retrieved from : http://sibungsuinred.blogspot.com/2012/03/levels-of-reading-comprehension.html