The document discusses the evolution of reading comprehension. In the past, reading involved passively deriving literal meaning from text. Now, comprehension involves multiple levels - literal, interpretive, critical, and creative - and is influenced by a reader's prior knowledge and experiences. Effective reading requires metacognition, or actively reflecting on and interacting with a text. As readers develop, they progress from reading word-by-word to comprehending larger thought units and appreciating a text holistically.

1. READING
COMPREHENSIO
N
Lesson 11
Wenefredo Bunda
Jr.

2. READING THEN AND
NOWIn the past, reading is simply known as
getting meaning from the printed page by
way of a passive and receptive phase of
written communication. Stress was given to
literal reading or reading the lines to get the
message drift on the what, who, where, why
and how of information, using:
Semantic cues (word meaning)
Syntactic clues (word order)
Phonetic/gramaphonic cues (sound-
and-word relationship)
Picture cues
Structure cues

3. Today, there is much advancement on
concepts about reading
comprehension. TAKE NOTE:
 The schemata theory states that as
we read, we are influenced by the
knowledge previously stored in our
memory.
 The schemata(store of past
experiences) influences us in
interpreting new textual information.

4. The first level of comprehension is at the
LITERAL LEVEL. This refers to
recognition of what is simply, directly and
explicitly the textual message. Reading at
this level is called LITERAL READING is
reading the lines of the textual message.
The second level of comprehension is the
CRITICAL LEVEL which goes beyond the
direct and explicit statement and adds on
by enriching the meaning of the textual
message. Reading at this level is referred to
a INTERPRETATIVE READING or
reading between the lines combining
information with inferred meanings

5. The third level in reading comprehension
is the CRITICAL LEVEL wherein the
reader raises questions and evaluates the
printed text for its veracity, style, patter,
etc. Reading at this level is referred to as
CRITICAL READING or reading beyond
the lines.
 Another level of comprehension is the
CREATIVE LEVEL in which the reader
sees new ideas/insights from the textual
material. Reading at this level of
comprehension is known as CREATIVE
READING

6. THE CASE OF
METACOGNITION
Ability which provides natural ease in
REFLECTING, SUMMARIZING, QUESTIONING,
CLASSIFYING, and PREDICTING as one reads.
 a self-awareness while reading
 a dynamic and interactive process of
constructing meaning
 an interaction between the reader and
the text/context

7. THE CASE OF
METACOGNITION
 the incidence of a
constructive/creative process which
happens not only during reading, but
after the reading activity.
 while reading, the reader makes
judgement (confirming, testing,
sampling, hypothesizing)
 the reader takes corrective action
when comprehension fails
SQ3R (Survey, Question, Read, Review,
and Recite)

8. A BASIC
TECHNIQUE IN
READING
COMPREHENSIO
Lesson 12
Ma. Cecilia Bilog

9. LET’S LEARN FROM
THE EXPERTS
In general, they perceived that
the poor reader loafs along the print
materials, compared with the excellent
reader whose eyes race over the lines
gathering meaningful ideas at each glance
on the print page. In time, experts found
out that the reader should cultivate the
habit of reading for ideas, and not read one
word at a time thinking of the meaning of
separate words. This was described by
experts as “seeing the woods for the trees”
“Let the eye movements take
care of themselves”, the expert added to

10. Firstly, this is the instance of a POOR
READER who takes in meaning word
for word.
“Active/ reading/ not/ only/ produce/
understanding/ but/ allows/ you/ to/
appreciate/ the/ text/ as/ a/ work/
of/ art./”
Note: The beginner reader finds this
pattern of word-for-word reading
comfortable since he still groping to
learn individual words. But as the
reader matures, he would certainly

11. THE AVERAGE READER
“ Just as you admire/ the
composition of the painting/, a
sculpture/, a building/, or a
dance/, so you can/ and should
admire/ the composition/ of a
painting/, a sculpture/, a building/,
or a dance.”
Note: The average and more
mature reader has improved his
reading habit by picking up longer
thought units in which he gets

12. GOOD READER
“And so you can and should
admire/ the composition of a text–
the harmony and shapeliness of the
whole,/ the way in which the parts
fit together , refer to one another,
and support each other,/ the
avoidance of excess, the balance of
elements.”/