What are the 5 levels of reading comprehension?

1. Literal This calls for an answers that simply repeat word for word what is
found in the books.
2.Interpretation This requires a more literal comprehension since it includes
the ability to "supply meaning not for directly stated in the text.
3. Critical Thinking One of the higher comprehension skills, this phase is
concerned with the skills of evaluation where the reader "passes personal
judgement on the quality ,value, the accuracy, and the truthfulness of what
is read."
4. Creative reading Reading is creative. As part of learning, reading makes
the individual creative. It is through this the reader apply to his life what he
had learned from the selections.
5. Appreciation The level wherein the readers emotional and aesthetic
sensitivity to the selection is realized.
Additional Answer
Reading comprehension is understanding the article that you are reading and being able
to explain its meaning. Not all people can understand what they read and therefore
would need someone to explain it to them.
Reading comprehension is defined as the level of understanding of a
text/message. This understanding comes from the interaction between the
words that are written and how they trigger knowledge outside the
text/message.[1]
Proficient reading depends on the ability to recognize words quickly and
effortlessly.[2] If word recognition is difficult, students use too much of their
processing capacity to read individualwords, which interferes with their
ability to comprehend what is read.
Many educators in the USA believe that students need to learn to analyze
text (comprehend it) even before they can read it on their own,
and comprehension instruction generally begins in pre-Kindergarten or
Kindergarten. But other US educators consider this reading approach to be
completely backward for very young children, arguing that the children must

learn how to decode the words in a story through phonics before they can
analyze the story itself.
During the last century comprehension lessons usually consisted of students
answering teachers' questions, writing responses to questions on their own,
or both.[3] The whole group version of this practice also often included
"Round-robin reading", wherein teachers called on individual students to read
a portion of the text (and sometimes following a set order). In the last
quarter of the 20th century, evidence accumulated that the read-test
methods assessed comprehension more than they taught it. The associated
practice of "round robin" reading has also been questioned and eliminated by
many educators.
Instead of using the prior read-test method, research studies have concluded
that there are much more effective ways to teach comprehension. Much work
has been done in the area of teaching novice readers a bank of "reading
strategies," or tools to interpret and analyze text.[4] There is not a definitive
set of strategies, but common ones include summarizing what you have
read, monitoring your reading to make sure it is still making sense, and
analyzing the structure of the text (e.g., the use of headings in science text).
Some programs teach students how to self monitor whether they are
understanding and provide students with tools for fixing comprehension
problems.
Instruction in comprehension strategy use often involves the gradual release
of responsibility, wherein teachers initially explain and model strategies.
Over time, they give students more and more responsibility for using the
strategies until they can use them independently. This technique is generally
associated with the idea of self-regulation and reflects social cognitive
theory, originally conceptualized by Albert Bandura.[citation needed]

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

Read more....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 situationsThis 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 measureby 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 isconsidered 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.