TEACHING

BASIC COMPREHENSION
SKILLS

Reading Comprehension Defined

Yoakam describes comprehension as follows:
Comprehending reading matter involves the
correct association of meaning with word
symbols, the evaluation of meanings which are
suggested in context, the selection of the
correct meaning, the organization of ideas as
they are read, the retention of these ideas, and
their use in some present or future activity.

Four main factors that affect a

readers comprehension
1.Prior Knowledge This is the knowledge or
experience the reader has. It includes what he
has read about he subject and the
particular/special vocabulary he knows about
that particular subject.
2.Interest in the subject
3.Purpose in reading
4.Ability of decode

Basic Comprehension Skills

1.Literal-thinking operations
a)Translating text into mental images
b)Following sequences of events etc.
c)Remembering significant details

2.Inferential thinking operations

a) Making predictions
b) Reading between details
c) Recognizing main ideas

Basic Comprehension Skills

3.Critical-thinking operations
a)Distinguishing fact from nonfactual
b)Detecting author bias
c)Evaluating according to criteria

4.Creative-thinking operations
a) Inventing flexible alternatives to authors ideas or
characters
b) Applying old ideas to new situations

Barretts Taxonomy of Reading

Comprehension
In 1972 Dr. Thomas C. Barrett developed a
taxonomy to meet the needs of the teachers
and instructional materials developers who
wanted a systematic and structural approach to
teaching reading skills.
It classifies skills and orders them according to
the degree of complexity.

The Four of Barretts Taxonomy

1.Literal Recognition/Recall
1.1.

Recall of Details

1.2.

Recall of Main Ideas

1.3.

Recall of Sequence

1.4.

Recall of Comparison

1.5.

Recall of Cause and Effect Relationship

1.6.

Recall of Character Traits

The Four of Barretts Taxonomy

2. Inferences
2.1.

Inferring Supporting Details

2.2.

Inferring the Main Ideas

2.3.

Inferring Sequence

2.4.

Inferring Comparison

2.5.

Inferring Cause and Effect Relationship

2.6.

Inferring Character Traits

2.7.

Predicting Outcomes

2.8.

Inferring Figurative Language

The Four of Barretts Taxonomy

3. Evaluation
3.1.

Judgments of Reality or Fantasy

3.2.

Judgments of Fact or Opinion

3.3.

Judgments of Adequacy or Validity

3.4.

Judgments of Appropriateness

3.5.
Judgments of Worth, Desirability or
Acceptability

The Four of Barretts Taxonomy

4. Appreciation
4.1.

Emotional Response to Plot or Theme

4.2.

Identification with character and incidents

4.3.

Reactions to the Speakers Use of Language

4.4.

Imagery

The Three Levels of Comprehension

Level 1:

Reading the Lines

- deriving meaning from sequential words and their

grammatical relation to each other in sentences,
paragraphs, and chapters.
- the reader converts the authors thoughts into his
own using his personal experiences as fillers.
- it enables you to recognize the main thought of a
paragraph.

The Three Levels of Comprehension

Level 2:

Reading between the Lines

- recognizing the authors purposes, interpret his/her

thoughts, and pass judgments on his/her thoughts, and
pass judgments on his/her statements.
- distinguishing fact or opinion, interpret clues to
character and plot, sift the authors ideas from your
own.
- ability to recognize and interpret literacy devices,
such as figures of speech.

The Three Levels of Comprehension

Level 3:

Reading beyond the Lines

- the most difficult task in comprehension because it

involves critical and creative reading tehcniques.
- recognizing implications, anticipating
consequences, and drawing conclusions not stated by
the authors.
- creating new out of what you have heard.

The Questioning Technique To

Develop Comprehension
1.Recall Questions.
The purpose is to
determine if the students have acquired or
obtained a desired amount of factual
information. There is one correct answer for
this question.
Sample: Who is the main villain in the story?

The Questioning Technique To

Develop Comprehension
2. Descriptive Questions. This type of question helps
students to put together and organize the facts
which they have gathered to make some sense out
of their data. Students might be asked to describe,
compare, contrast, or compare and contrast data.
Sample: Describe the kind of setting there is in the
story.

The Questioning Technique To

Develop Comprehension
3. Explanatory Questions.
With this type of
question, students must tell why they think
as they do; in short, they must explain their
reason behind their answers.
Sample: Why do you think the World War II took
place?

The Questioning Technique To

Develop Comprehension
4. Synthesizing Questions. The purpose is to get the
students to suggest connections that they believe
contain data support, and on what basis. Such
questions require the pupils to put things together,
to combine pieces of information and draw
conclusions.
Sample: What conclusions can you draw about the
idea of death presented in the poem?

The Questioning Technique To

Develop Comprehension
5. Judgmental Questions.
This type of
question requires the students to choose
among alternatives, making a judgment as to
which two or more possibilities are best
according to some established criteria.
Sample: Which among the conclusion is logical?

The Questioning Technique To

Develop Comprehension
6. Open-Ended Questions.
It requires the
students to seek and determine for
themselves what they consider to be
acceptable answers.
Sample: What kind of world might exist if there
were no sound?

Blooms Taxonomy Applied to

Questioning Levels
Level 1. Knowledge. Requires students to recall
or recognize information. The student must rely
on memory or senses to provide the answer.
Sample: What is the meaning of robust?
List all the kinds of dogs mention in the text.

Blooms Taxonomy Applied to

Questioning Levels
Level 2.
Comprehension.
Requires the
student to go beyond simple recall and
demonstrate the ability to arrange and organize
information mentally. The student must use
previously learned information by putting it in
his/her own words and rephrasing it.
Sample: Summarize the causes of World War II.

Blooms Taxonomy Applied to

Questioning Levels
Level 3. Application. Students are required to apply
previously learned information to answer a problem.
At this level, students use a rule, a definition, a
classification system, directions, on the like in
solving a problem with a specific correct answer.
Sample: Apply the law of supply and demand to the
following situation.

Blooms Taxonomy Applied to

Questioning Levels
Level 4. Analysis. Students are required to use
three kinds of cognitive process.
c) To find evidence to support a specific
occurrence, event or situation.
Sample: Why do you think the persona behind the
poem is the man?

Blooms Taxonomy Applied to

Questioning Levels
Level 5. Synthesis. Students are required to use original
and creative thinking I
(1)

developing original communication;

(2)

making predictions;

(3)

solving problem with a specific correct answer

Sample: Write a story about life in another planet?

What do you think life would be like if Germany had won
World War II?

Blooms Taxonomy Applied to

Questioning Levels
Level 6.
Evaluation.
Requires the
students to judge the merits of an aesthetic
work, and idea, or a solution to a problem.
Sample: What do you think is the better endinghappy or tragic?

Purposes of Questions
1. To stimulate students to think
2. To motivate students
3. To diagnose students difficulties
4. To discover pupils interest
5. To help students evaluate and organize
6. To aid students to relate pertinent experiences to the lesson
7. To focus students attention on the key points of a lesson
8. To provide drill or practices
9. To encourage the application of concepts
10. To encourage students evaluation

Characteristics of a Good Question

1.A good question is simple and clear.
2.A good question is definite. It is so stated as to
permit only the rightful answer/s.
3.A good question is challenging and thought
provoking.
4.A good question is adopted to the age,
abilities, and interest of the students.
5.A good question requires an extended
response.

Dos in Asking Question

Ornstein made a list of things to do in questioning as
follows:
1. Ask questions that are stimulating.
2. Ask questions that are commensurate to with
students abilities.
3. Ask questions that are relevant to the students.
4. Ask questions that are sequential.
5. Vary the length and difficulty of questions.
6. Ask questions that are clear and simple.

Dos in Asking Question

7. Encourage students to ask each other questions and
to make comments.
8. Allow sufficient time for deliberation.
9. Follow-up incorrect answers.
10.Call on volunteers and non-volunteers.
11.Call on disruptive students.
12.Write the objective and summary of the lesson as a
question, preferably as a problem.
13.Change your position and move around the room.

References:
Alcantara, Rebecca D. et.al., Teaching Strategies 1.
(Rev. Ed). Quezon City: Katha Publishing House, 1996.
Nunan, David. Second Language Teaching & Learning.
(Phil.Ed). Pasig City: Cengage Learning Asia Pte Ltd.,
2009.