The Barrett Taxonomy is a framework for classifying reading comprehension questions into 5 levels of complexity: 1) literal comprehension involving recognition and recall, 2) reorganization involving organizing ideas, 3) inferential comprehension involving hypotheses, 4) evaluation requiring judgments, and 5) appreciation involving knowledge and emotional response. It was designed to help teachers create reading tests and questions. The taxonomy also describes 6 levels of reading skills: word recognition, associating meaning with symbols, literal comprehension, interpretation, critical reading, and creative reading.

1. BARRETT’S TAXONOMYREADING COMPREHENSION

2. LEVEL OR READING SKILLFUNCTION OF BARRETT’S TAXONOMYThe Barrett Taxonomy designed originally to assist classroom teachers in developing comprehension questions and / or test questions for reading

3. Levels of The Barrett TaxonomyLEVEL 1: Literal ComprehensionLEVEL 2: ReorganizationLevel 3: Inferential Comprehension LEVEL 4: EvaluationLEVEL 5: Appreciation

4. Reading Comprehension Barrett’s Taxonomy

5. 1.Literal comprehension Involve recognition and recall of ideas and information.

6. 2. Reorganization Dealing with the organizing of ideas and information.

7. Reorganization tasks are:classifying

8. Outlining

9. Summarizing

10. Synthesizing 3. Inferential comprehension Ideas and information are used as the basis for making intelligent hypotheses .

11. 4.Evaluation Requiring response indicating that an evaluative judgment has been made.

12. 5. Appreciation Involving all the above related dimension of reading , and requiring to be interesting and emotionally, (affectively) sensitive to the ideas and information in the reading selection.Appreciation includes both the knowledge of, and the emotional response to, literary techniques, forms, styles, and structures

13. LEVEL IN READING SKILL

14. Level in reading skillThe level we have identified are:recognition of words;association of meaning with symbols;literal comprehension;interpretation;critical reading;creative reading.

15. Recognition of wordsmean the ability to translate orally or sub vocally the written symbol into a spoken word

16. Association of meaning with symbolsWhen the learner comes across a new word and learns it, and then recognises it in different contexts, we say he/she has learnt a new concept.

17. Literal comprehensionInvolves skills reading for facts and central ideas, noting down supporting arguments.

18. INTERPRETATIONCombine ideas together that have connections between the reader about he or she past reading and life experience.Then, the reader is able to make inferences and draw conclusions.