This is an Educational blog maintained by SABARISH P, (MSc Physics, MEd, NET), Assistant Professor in Physical Science Education. Contact : pklsabarish@gmail.com

Wednesday, 6 April 2022

LANGUAGE ACROSS THE CURRICULUM-Levels of reading-BEd notes

LANGUAGE ACROSS THE CURRICULUM-BEd notes

Unit 5 – Developing proficiency in written Comprehension and Production

Prepared by

Sabarish P

(MSc Physics, MEd, NET) 
 
Contact: pklsabarish@gmail.com

 

Levels of reading

Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and their associated sounds. This theory was first identified by Fergus I. M. Craik and Robert S. Lockhart.

The Three Levels of reading Comprehension

The Literal Level (reading on the line)

The literal level focuses on reading the passages, hearing the words or viewing the images. It involves identifying the important and essential information. With guidance, students can distinguish between the important and less important ideas.

  • Reading for Understanding & Remembering

  • Find meaning directly in the text

  • Mentally answer the questions “Who?” “What?” “When?” and “Where?”


The Interpretive/inferential Level (reading between the lines)

The interpretive/inferential level, the focus shifts to reading between the lines, looking at what is implied by the material under study. It requires students to combine pieces of information in order to make inferences about the author's intent and message. Guiding students to recognize these perceived relationships promotes understanding and decreases the risk of being overwhelmed by the complexities of the text being viewed, heard or read.

  • Reading for Applying & Analyzing

  • Readers interpret what is in the text

Key concerns are:

  • What does the passage represent, suggest, or personify?

  • What does a certain allusion or metaphor mean?

    • You are analyzing, interpreting, classifying, comparing, contrasting and finding patterns.

The Thematic Level (reading beyond the line)

Understandings at the literal and interpretive levels are combined, reorganized and restructured at the thematic level to express opinions, draw new insights and develop fresh ideas. Guiding students through the applied level shows them how to synthesize information, to read beyond the lines and to develop a deeper understanding of the concepts, principles and implications presented in the text.

  • Evaluating & Creating

  • Readers move beyond the text to connect literature to their own experiences as well as with universal meaning.

  • How does this text connect with my life?”

  • How does it connect to life for all people?”

  • How does it connect with my ideas about morality or values?”

  • What perceptions about life in general is the author communicating to me?”

  • What do I think of these perceptions?”

The 4 levels of reading comprehension

    • Literal - The literal level deals with understanding and absorbing facts,

    • Inferential - The interpretive level concerns underlying implications,

    • Applied - The applied level focuses on translating topics into real-world situations

    • Evaluative/Appreciative- The appreciative level looks at the reader's response based on personal feelings.


Skills required in the reading process

  • scanning from left to right

  • recognising words and understanding punctuation marks

  • interpreting the written word aloud or internally at a pace suitable for comprehending the text

  • creating meaningful units from words and

  • combinations of words, and following long and maybe complicated sentences that may involve

  • self-correcting, re-reading, and guessing from contextual clues

  • following the sequence of ideas and retaining meaning

  • connecting new meanings with what is known already.

Prepared by

Sabarish P

(MSc Physics, MEd, NET) 
 
Contact: pklsabarish@gmail.com