Reading Comprehension Literal Inferential and Critical Level 2020 Pta
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ScribdTranslationsReading Comprehension Literal Inferential and Critical Level 2020 Pta
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ScribdTranslationsLITERAL INFERENTIAL AND CRITICAL LEVEL READING COMPREHENSION
LEVELS OF READING COMPREHENSION
SCHOOL YEAR 2020
Reading comprehension is a process of constructing personal meaning of the text through active interaction with the reader; the three levels of
reading comprehension must be developed with emphasis: literal, inferential and critical.
LEVEL OF LITERAL UNDERSTANDING. INFERENTIAL LEVEL OF CRITICAL UNDERSTANDING LEVEL.
UNDERSTANDING
It is a basic ability that must be worked on It is establishing relationships between parts of It involves an exercise of evaluation and
with students, since this will allow them to the text to infer information, conclusion or formation of the reader's own judgments
extrapolate their learning to higher levels, and aspects that are not written (Pinzas, 2007). This based on the text and his or her prior
also serves as a basis for achieving optimal level is of special importance, because knowledge, with subjective responses about
understanding. It is the recognition of whoever reads goes beyond the text, the characters, author, content and literary
everything that is explicit in the text. reader completes the text with the exercise of images. It is the elaboration of arguments to
The teacher will encourage his students to: his or her thinking; Therefore, we will have to support opinions, this means that teachers
• To identify details teach children: promote a dialogic and democratic climate in
• Specify the space, time, characters • To predict results, the classroom (Consuelo, 2007).
• Sequence events and facts • Deduce teachings and messages Therefore, we must teach students to:
• Capture the meaning of words and sentences • Propose titles for a text • Judge the content of a text
• Remember passages and details of the text • Pose strong ideas about the content • Distinguish a fact from an opinion
• Find the meaning of words with multiple • Recompose a text by varying facts, places, • Capture implicit meanings
meanings etc. • Judge the characters' performance
• Identify synonyms, antonyms and • Infer the meaning of words • Analyze the author's intention
homophones • Deduce the theme of a text • Make judgments about behavior
• Recognize and give meaning to commonly • Prepare summaries • Judge the structure of a text, etc.
used prefixes and suffixes, etc. • Anticipate a different ending Clues to formulate criterial questions.
Through this work the teacher will be able to • Infer logical sequences • You think it is…?
check if the student can express what he has • Interpret figurative language • What do you think...?
read with a different vocabulary (Catalá et al., • Create graphic organizers, etc. • How do you think that…?
2001), and if he does, it will be easy for him to It is necessary to point out that if we make • How could you rate…?
develop the next level of understanding. inferential understanding from a poor literal • What would you do…?
Clues for asking literal questions. understanding, it is most likely that we will also • As you think…?
• That…? have a poor inferential understanding (Pinzas, • How should it be…?
• Who is it…? 2007). • What do you think…?
• Where…? Clues for formulating inferential questions. • How about…?
• Who are they…? • What would happen before…? • How would you rate…?
• How is…? • What does it mean...? • What do you think of…?
• With who…? • Because...?
• So that…? • As you might…?
• When…? • What other title…?
• Which is it…? • Which is it…?
• What's it called…? • What differences…?
• What similarities...?
• What do you mean when…?
• What is the reason...?
• What relationship will there be...?
• What conclusions...?
• What do you think…?
The three levels of reading comprehension that the Ministry of Education considers and that every teacher must develop and
every student must achieve. Literal comprehension consists of understanding what the text says explicitly. Inferential
understanding refers to understanding based on clues provided by the text. Criterional comprehension refers to evaluating the
text, whether its theme, character, message, etc.
LITERAL INFERENTIAL AND CRITICAL LEVEL READING COMPREHENSION
LEVELS OF READING COMPREHENSION
SCHOOL YEAR 2020
Reading comprehension is a process of constructing personal meaning of the text through active interaction with the reader; the three levels of
reading comprehension must be developed with emphasis: literal, inferential and critical.
LEVEL OF LITERAL UNDERSTANDING. INFERENTIAL LEVEL OF CRITICAL UNDERSTANDING LEVEL.
UNDERSTANDING
This level consists of understanding what the This level is the phase in which the reader At this level, judgments are made about the
text explicitly says. makes assumptions based on the data read text, they are accepted or rejected, but
At this level you will be able to: extracted from the text. At this level, with reasons, critical reading has an evaluative
• To identify details relationships are sought that go beyond what nature where the rector's training, his
• Specify the space, time, characters has been read. Explaining the text more environment and knowledge of what is read
• Sequence events and facts broadly. intervenes.
• Capture the meaning of words and sentences You will be able to: Consequently, you will be able to:
• Remember passages and details of the text • Predict results, • Judge the content of a text
• Find the meaning of words with multiple • Deduce teachings and messages • Distinguish a fact from an opinion
meanings • Propose titles for a text • Capture implicit meanings
• Identify synonyms, antonyms and • Pose strong ideas about the content • Judge the characters' performance
homophones • Recompose a text by varying facts, places, • Analyze the author's intention
• Recognize and give meaning to commonly etc. • Make judgments about behavior
used prefixes and suffixes, etc. • Infer the meaning of words • Judge the structure of a text, etc.
Through this work the teacher will be able to • Deduce the theme of a text Clues to formulate criterial questions.
check if the student can express what he has • Prepare summaries • You think it is…?
read with a different vocabulary (Catalá et al., • Anticipate a different ending • What do you think...?
2001), and if he does, it will be easy for him to • Infer logical sequences • How do you think that…?
develop the next level of understanding. • Interpret figurative language • How could you rate…?
Clues for asking literal questions. • Create graphic organizers, etc. • What would you do…?
• That…? It is necessary to point out that, if we make • As you think…?
• Who is it…? inferential understanding based on poor literal • How should it be…?
• Where…? understanding, it is most likely that we will also • What do you think…?
• Who are they…? have poor inferential understanding (Pinzas, • How about…?
• How is…? 2007). • How would you rate…?
• With who…? Clues for formulating inferential questions. • What do you think of…?
• So that…? • What would happen before…? • What does it
• When…? mean...?
• Which is it…? • Because...? • As you might…? • Which is it…?
• What's it called…? • What other title…? • What differences…? •
What similarities...? • What do you mean
when…? • What is the reason...? • What
relationship will there be...? • What
conclusions...? • What do you think…?
