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ERIC Number: ED098508
Record Type: RIE
Publication Date: 1973
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Beyond Literal Comprehension.
Sundermeyer, Nancy
Children need to learn early that reading can give them new ideas and change old ideas. Pupils are all too often evaluated in terms of their ability to express what they know rather than what they think. Thoughtful reading can be done from the very beginning of reading instruction. Effective questioning practices will develop this ability. The ability to know what the author says is generally referred to as the literal level of comprehension. This level tends to be overemphasized because literal comprehension is fundamental and can be more clearly defined and taught. Determining what the author means is often referred to as the inferential level of comprehension. Comprehension at this level requires the students to read between the lines, analyzing and interpreting the information presented. Evaluative reading means that an interaction between the author and the reader takes place; the reader makes a personal judgment about what the author says or means, not only analyzing and synthesizing the information but also evaluating it in terms of its quality, value, accuracy, and truthfulness. Creative reading overlaps with critical reading in that it also implies application and internalization of the written message, rearranging the ideas into new thoughts and ideas. (WR)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Illinois State Office of the Superintendent of Public Instruction, Springfield. Instructional Services Unit.