Barretts

Taxonomy

 Reading comprehension Level or reading skill Function of Barretts Taxonomy To assist classroom teachers in developing comprehension questions or test questions for reading

LEVEL 1: Literal Comprehension LEVEL 2: Reorganization Level 3: Inferential Comprehension LEVEL 4: Evaluation LEVEL 5: Appreciation

 Involve recognition and recall of ideas and information. Focuses on ideas and information which are stated in the selection.

 Dealing with the organizing of ideas and information. To produce the desired thought, the reader may utilize the statements of the author or he may paraphrase or translate the authors statements.

 Reorganization tasks are: classifying things must be sorted into a category or a class Outlining organize the selection in outline form using direct statements from the selection Summarizing condense the selection using direct or paraphrased statements from the selection Synthesizing -consolidate explicit ideas or information from more than one source

 Ideas and information are used as the basis for making intelligent hypotheses or guesses . Stimulated by purposes for reading which demand thinking and imagination that go beyond the printed page

Inferring Supporting Details Inferring main ideas Inferring sequence Inferring comparisons Inferring cause and effect relationships Inferring character traits Predicting outcome Interpreting figurative language

 Requiring response indicating that an evaluative judgment has been made. Deals with judgment and focuses on qualities of accuracy, acceptability, desirability, worth or probability of occurrence

Judgments of reality or fantasy Judgments of fact or opinion Judgments of adequacy and validity Judgments f appropriateness Judgments of worth , desirability and acceptability

 Involving all the above related dimension of reading , and requiring to be interesting and emotionally, (affectively) sensitive to the ideas and information in the reading selection. Appreciation includes both the knowledge of, and the emotional response to, literary techniques, forms, styles, and structures o Emotional response to the content o Identification with characters or incidents o Reactions to the authors use of languange o imagery

The level we have identified are:

recognition of words; association of meaning with symbols; literal comprehension; interpretation; critical reading; creative reading.

 o o o o o o

mean the ability to translate orally or sub vocally the written symbol into a spoken word Recognition of details Recognition of main ideas Recognition of sequence Recognition of comparison Recognition of cause and effect relationships Recognition of character traits

 When the learner comes across a new word and learns it, and then recognises it in different contexts, we say he/she has learnt a new concept.

 Involves skills reading for facts and central ideas, noting down supporting arguments. Recall require the student to produce from memory ideas and information o Recall of details o Recall of main ideas o Recall of a sequence o Recall of comparisons o Recall of cause and effect relationships o Recall of character traits

 Combine ideas together that have connections between the reader about he or she past reading and life experience.Then, the reader is able to make inferences and draw conclusions.

 Ability to analyze, evaluate and synthesize of what they have read. Can make their own judgment

 come up with new or effective alternative ideas and solutions to those presented by the writer