LEVELS OF COMPREHENSION

Comprehension is the understanding and interpretation of what is read.

To understand accurately the written material, children need to decode what
they are reading and should make connections between what they read and
what they know and subsequently think deeply on what they have read and
understood.
Leveled reading is a way to comprehend, interpret and apply difficult
texts by working at the literal, interpretive and applied levels.
Leveled reading helps readers to go beyond the surface of a text in a
step-by-step way.
Level 1: Literal Comprehension
LITERAL – Literal comprehension is the understanding of information and
facts directly stated in the text. It is recognized as the first and most basic level
of comprehension in reading. Students can employ literal comprehension skills
as defined under – keywords, skimming and scanning to better locate the
information efficiently.
Here the reader finds the answer in the text. The reader might be asked to do
any of the following:

 Identify the main ideas of the paragraph or short story.

 Recall details that support the main ideas.
 Organize the sequence in which the main events occurred.

Examples of literal question starters: What happened . . . ? How many . . . ?

How did . . . ? Who . . . ? What is . . . ?  Which . . . ?

Level 2: Interpretive
Interpretive – An Interpretive or parallel level, the focus shifts to reading
between the lines, based on the meaning of the text or the text being studied. It
requires readers to piece together pieces of information to form beliefs about
the author’s purpose and message. Directing students to recognize these
imaginative relationships improves comprehension and reduces the risk of
being overwhelmed with the complexity of visual, audible or readable text.
Here, the reader interprets the information to find answers. The reader might
be asked to any of the following:

 Predict endings and anticipate consequences.

 State reasons for events.
 Make generalizations.

Examples of interpretive question starters: Why did . . . ? What was . . . ?

What do you think about . . . ? Can you explain…? How was this similar
to . . . ?
Level 3: Applied Comprehension
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.  
Here the reader makes links between the text and his or her own experience
and knowledge to develop an answer. The reader asks open-ended questions to
promote deeper understanding and do the following:

 Make generalizations.
 Make comparisons.
 Make judgments.
 Make recommendations and suggestions.
 Make decisions.
 Create alternative endings.

Examples of applied question starters: How would you…? Do you agree . . . ?

What would have happened if . . . ? How might . . . ?  What effect does  . . . ?
If you were . . .  What would you . . . ?