Level of
Reading Comprehension
Pourkalhor
& Kohan (2013: 54) Different types
of reading comprehension
are often distinguished, according
to the reader’s purposes in reading and the type of
reading used. The following are commonly referred to:
a. Literal comprehension: reading
in order to
understand, remember, or
recall the information explicitly contained in a passage.
b. Informational comprehension: reading
in order to
find information which
is not explicitly stated in a passage, using the reader’s experience and
intuition and by inferring,
c. Critical or
evaluative comprehension: reading
in order to
compare information in a passage with the reader’s own knowledge and
values.
d. Appreciative comprehension: reading in order to gain an emotional or other kind
of valued response from a passage.
Pettit. N. T. and Cockriel. I. W. (1974: 64) the majority
of studies have found reading comprehension to be composed of two broad
categories: Literal comprehension, inferential comprehension.
a.
Literal Comprehension
Literal reading refers
to ideas and fact directly started or the printed page. Literal reading is the
skill of getting the primary direct literal meaning of sentence in context the
basic of literal comprehension are recognizing state ideas details, effect and
sequence. The basic of literal comprehension are recognizing is fundamental to
all reading skill at any levels because a reader must first understand what the
author said.
b.
Interpretive or Inferential
Comprehension
Interpretive reading is means read between the lines or making inferences. It is the process
of deriving ideas that are implied rather than directly stated. This
level demands higher level of thinking ability because the question in the
category of interpretation are concerned with answer that are not directly
stated in the text but are suggested or implied where the students make
connections among individuals’ states ideas, make inferences, draw conclusion,
read between the lines to get inferences, or implied meaning from the text.
