levels of reading comprehension

2. What is reading
comprehension?

3. Reading for pleasure
Reading for information
There are 2 main reasons for
reading:

4. Levels of Comprehension
Literal Level
Interpretative Level
Applied Level
Evaluative Level

5. Literal Level of Comprehension
acquisition of meanings of ideas or
information that are explicitly stated in
the text
 Reading Skills:
1. identifying specific information or noting
details
2. sequencing ideas
3. following instructions

6. Identifying Specific Information
Guglielmo M. Marconi, an Italian scientist,
was born in Bologna, Italy on April 25, 1984.
In 1986, the young Marconi went to England
to present to the English government his
idea about the possibility of using wireless
communications in its shipping industry.
This was the beginning of the wireless
telegraph which became Marconi’s most
important invention.

7. Sequencing Events or Ideas
A rainbow in the sky is a spectrum.
When light from the sun passes through
raindrops, it bends and forms the
rainbow. People can see a rainbow only if
the sun behind them and the rain is in
front of them. The sun must also be low
in the sky. Therefore, rainbows are
usually in the morning or evening.

8. Following Instructions
1. Bring out your notebook and do the
following:
2. Print your full name (LN, FN MI) including
middle initial across the middle portion of
your paper.
3. Draw a small circle around the first letter of
your first name and the last letter of your last
name.
4. Draw a tall triangle around your middle
initial.

9. 5. Draw a vertical line from the tip of your
triangle upward until about one inch
from the top margin of your paper.
6. Draw a vertical line from your circles
and your triangle downward until about
an inch from your bottom margin.
7. Connect the tips of your vertical lines to
form a horizontal line.
8. Draw a horizontal line before your
name.

10. Interpretative Level
- thinking side of comprehension
- getting meaning between the lines
- Reading Skills:
1. identifying the main idea
2. inferring
3. predicting outcomes

11. Inferring
1. In the morning, I notice happily that the
air is fresh and cool, the grass is wet and
the leaves of the morning tree in our front
lawn are heavy with water.
2. Arriving unusually early from the factory
where she works as casual, Flor presses the
doorbell button long and hard, slams the
gate and bangs the door. Then she
proceeds to her room and locks up.

12. 3. Willie did not accept the scholarship
offered to him by the DMMMSU. He is
afraid of not being able to cope with the
school’s standard.
4. Mario comes home at three o’clock in the
afternoon with a blackened left eye, torn
shirt collar and without his school bag.
Mother asks what happened but he
refuses to talk.

13. Applied Level
- forming opinions and
applications
- analyze and synthesize
information

14. Evaluative Level
- judgment of validity or worth of
what is read
- reading beyond the lines
- drawing conclusions

15.  The Forbidden Fruit

 God created the first human being, Ba-atsi, with the help
of the moon. He kneaded the body into shape, covered it with
skin and poured in blood. When the man had thus been given
life, God whispered into his ears that he, Ba-atsi, should beget
children, and upon them he should impress the following
prohibition: “Of all the trees of the forest you may eat, but of
the Tahu tree you may not eat.” Ba-atsi had many children,
impressed upon them the prohibition and then retired to
heaven.
 At first, man respected the commandment; they had been
given and lived happily. But one day a pregnant woman seized
with an irresistible desire to eat the forbidden fruit. She tried to
persuade her husband and give her some of it. At first, he
refused, but after a time he gave away, he stole into the wood,
picked a Tahu fruit, peeled it, and hid the peelings among the
leaves. But the moon had seen his action and reported it to
God. God was so enraged over man’s disobedience that as
punishment he sent death among them.


16. Reading Sub-skills
4) Evaluation:
 Drawing conclusions,
 Suggesting alternatives,
 Giving your own pinion,
 Justifying and supporting the writer’s opinion with
evidence from the text.