Group 7

Grace Caon
Levels of

Marivic Baega
Lorie Jane Regorgo

Reading

Noel Sto. Domingo
Angelica Quibot

Comprehension
Applying questions on:
Literal
Inferential
Evaluative
Creative
Reading
Comprehension
It is the ability to read text, process it and
understand its meaning.
 Indicators of Learners Reading Comprehension
Construction of meaning Activation of Monitoring of learners Identification of what
from text background knowledge own understanding of they do not understand
before, during and after text
reading text

Ability to use Creation of visual and Identification and Generating questions to

appropriate strategies other sensory imagery interpretation of generate information
to synthesize what they from text during and vocabulary critical to the from text
read after reading meaning of the text

Retelling text orally Summarizing text orally Using graphic aids and Examining and extending
and/or in written form and/written form illustrations the meaning of the text

Responding to text in Making inferences from Ability to compare Analysis of the text
oral discussion and text complex concepts of text structure and story
written form elements
Literal Level of
Comprehension
Recognition of what is simply, directly and explicitly the
textual message is.
This level is knowing what is actually stated which
includes facts and details, rote learning and
memorization.
This level involves surface understanding only.
Literal Questions
(can easily be answered by locating and retrieving directly from
the text with little to no interpretation). They are lower-level
and align with the knowledge level of Blooms Taxonomy.
Give direct answers.
Answers will be stated plainly in the passage. Common
questions used to illicit this type of thinking are who, what,
when, and where questions. These are the easiest to answer
because the answer is expressed directly.
Example Questions

Who are the main characters?

Who wrote the book?
Where does the story take place?
What are some of the settings of the
story?
Inferential / interpretative Level of
Comprehension
Reading at this level is referred to an interpretative reading or
reading between the lines combining information with interfered
meanings.
At this level, readers are attempting to understand what the author
meant by what he/she said in the story, paragraph or textbook. It is
presumed that they have already memorized certain facts at the
literal level and now they are attempting to see the implications of
the authors words.
Inferential Questions
Inferential Questions (involves making inferences or drawing
conclusions based on the readers prior knowledge and schema).
Questions are not students opinions; they MUST use clues from inside
the text to form their answer. Help students to revisit the text to find
clues for their answer.
The types of questions asked are open-ended, thought-provoking
questions like why, what if, and how. The answers to these questions
are not directly stated. One is asked to analyze and think about what he
has read and to use his background knowledge about the subject to
answer the question.
Example Questions
explain clearly / explain the
contrast
suggest how
what do you think
why does the author
suggest
what impression
Critical / Evaluative / Applied Level of
Comprehension
The reader raises questions and evaluates the printed text
for its veracity, style, patter, etc.
Readers are attempting to elevate or raise their thinking one
more notch or level to a more critical, analyzing level. This
presumes that they have already reached the previous two
levels. They are reading between the lines and then
examining the message from the author and attempting to
apply that message to other situations.
Evaluative/ Critical/Applied Questions
are mainly opinion questions that work beyond the text. They are more
difficult to assess because one could really ask them without having read the
text. They are harder to use to assess students understanding of the text.
These questions ask one to go beyond literal and interpretive reading by
applying the information one has just read to another similar or familiar
situation.
real world questions that involve application to an invented scenario,
interpretation of the text, inclusion of the readers judgment, opinion, and
personal response.
Example Questions
Who is your favorite character and why? Who is your least
favorite character and why?
Are you reminded of another book, movie, or real-life scenario
from this book?
Why do you think the author wrote this book? Do you think it
would make a difference to a child after reading this book in
their behavior, either about bullying or standing up to bullies?
Did you like the book? Why or why not?
Would this book appeal to boys, as well? Why or why not?
Creative Level of Comprehension
Reader sees new ideas/insights from the textual
material.
Reading at this level of comprehension is known
as creative reading.
Creative Reading is defined as reading for
implied and inferred meanings, appreciative
reactions, and critical evaluation (Russell, 1968).
Discussion of questions such as:
What do you think will happen now?
Why?/How do you think the story character?
"Have you ever felt like that?"
The following activities/ guide to formulate
questions:
1. Speculate what the story is about from the story
title. After reading the story, compare points of
likenesses and differences.
2. Respond to questions posed by the teacher during
guided reading: "What will happen next? "Why do
you think so?
3. Discuss the accuracy of illustrations; compare to size,
color, and characteristics of objects in real life.
4. Evaluate the story characters. Decide whether or not you
would like to have them for friends.
5. Tell (or write) the story from the point of view of different story
characters.
6. Discuss moral issues in story, i.e., was Little Red Riding Hood
a bad girl for stopping to pick flowers and not going directly to her
grandmother' s house? Put yourself in her place. React as you
would.
7. Create new story endings, either orally, pictorially, or in written
form.
8. Discuss whether or not story events could happen today. Why
or why not?
9.Answer questions which involve sensing
relationships, i.e.,
"What would you have said if you were in the same
situation?
"Has anything like this ever happened to you?
10. Act out the story as it was written by the author.
Add different events and sequences and/or new
endings.
8. Discuss whether or not story events could happen
today.
Why or why not? Discuss what might have hapPened
before the story opened, and what might have
happened after the close.10.Answer questions which
involve sensing relationships, i.e.,
9. "What would you have said if you were in the same
situation?", "Has anything like this ever happened to
you?"11.Act out the story as it was written by the
author. Add different events and sequences and/or new
endings.