1.

differentiate/compare and contrast the various 21st century literary genres and the ones from
the earlier genres/periods citing their elements, structures and traditions
2. infer literary meaning from literal language based on usage
3. analyze the figures of speech and other literary techniques and devices in the text
4. explain the literary, biographical, linguistic, and sociocultural contexts and discuss how they
enhance the text’s meaning and enrich the reader’s understanding
5. situate the text in the context of the region and the nation
6. explain the relationship of context with the text’s meaning

What does it mean by Literal, Inferential and Applied

Comprehension? By Liana Chandler (Bach EC, M.T & M.
Ed. Sp.)

Lately I have been getting a lot of enquiries regarding comprehension skills. The
main theme all of these enquires follow are their child is struggling with
comprehension, how can they help them. It is very important to know exactly what
type of comprehension they appear to be struggling with and most parents are not
informed of this. I have put together this information in the hopes of making this
area a little clearer.

Comprehension is, understanding what is being said or read. When it comes to

reading, it is an active process that must be developed if a learner is to become a
proficient reader. Effective reading skill development is further accomplished
when the learner becomes proficient in literal, inferential and applied
comprehension.

Literal comprehension involves what the author is actually saying. The reader
needs to understand ideas and information explicitly stated in the reading
material. Some of this information is in the form of recognising and recalling
facts, identifying the main idea, supporting details, categorizing, outlining, and
summarizing. The reader is also locating information, using context clues to supply
meaning, following specific directions, following a sequence, identifying stated
conclusion, and identifying explicitly stated relationships and organizational
patterns. These organizational patterns can include cause and effect as well as
comparison and contrast. For example, some questions and activities may include:
1. What words state the main idea of the story?
2. How does the author summarize what she/he is saying?
3. Outlining the first paragraph of the story.
4. What happened first, second and last?
5. How are these things alike? How are they different?
6. What things belong together?

Inferential comprehension deals with what the author means by what is said.
The reader must simply read between the lines and make inferences about things
not directly stated. Again these inferences are made in the main idea, supporting
details, sequence, and cause and effect relationships. Inferential comprehension
could also involve interpreting figurative language, drawing conclusions, predicting
outcomes, determining the mood, and judging the author’s point of view. The
following questions are usually asked:

1. What does the author value?

2. What is the theme?
3. What effect does this character/event have on the story?
4. How do you think this story will end?

Applied comprehension concerns itself with why the author says what he or she
says. This high level of comprehension requires the reader to use some external
criteria from his/her own experience in order to evaluate the quality, values of the
writing, the author’s reasoning, simplifications, and generalizations. The reader will
react emotionally and intellectually with the material. Because everyone's life
experiences are varied, answers to some of the following questions will vary:

1. Could this possibly happen?

2. Is this argument logical?
3. What alternatives are there?
4. Is this a fact or an opinion?
5. Do you agree or disagree with the author?
6. What is the best solution to this problem?

To conclude, literal, inferential and applied comprehension is what makes a skilled,

strong reader. This skill must be learned and developed. It does not just
happen. With that thought in mind, it has also been shown that strong readers
make good writers. Sustained exposure to the English language does allow for an
expanded vocabulary and knowledge of correct grammar usage. When this is
combined with literal, inferential and applied comprehension, it enables writers to
better express themselves.