Hello,
How are the 3 levels of reading comprehension (literal, inferential, and critical) reflected in grade-level English Language Arts (ELA) curriculum?
In particular, normally, is literal reading comprehension more emphasized in the ELA curriculum of lower grade levels while inferential and critical comprehension are emphasized in the ELA curriculum for mid to upper grade levels?
or if not, are all three levels of reading comprehension emphasized in ELA curriculum of all grade levels?
Thank you,
Reading is the process of knowing a complex of symbols and letters intended to convey the meaning, so it is preferable to develop the effectiveness of differentiated education
The levels of reading step by step says tht initial how well u kw to simplify the words to convey iliterate people secondly how good u hv depth in tht and thirdly indicates how much knowledge u hv in that language
All three levels should be applied throughout the school. However the cognitive abilities of the infant department is so developed that the literal comprehension strategy is mostly used. Every student should be encouraged to engage in critical thinking despite the grade level or the stage of cognitive development.
Once decoding has been mastered by the use of synthetic phonics in the classroom, all of these reading goals can only be accomplished through the study of domain subjects (history, social studies, geography, civics) and through readings in those areas every day. No human can critically think or make inferences in the absence of subject knowledge committed to long-term memory. Most of what passes for ELA teaching is useless because the most that children can do without sufficient subject knowledge of a topic is either parrot adults (teachers, their parents) or offer groundless opinions. Better reading comprehension, knowledge of extensive vocabulary, spelling, grammar, and literary devices are best taught through reading that the whole class is doing with the teacher demonstrating, teaching, and allowing the children to practise the analysis of the readings. Class-wide novel study is recommended above Grade 4 as well. Below that, teachers should read aloud to students everyday and then engage in discussion modeling analytic techniques and using examples from the reading for spelling grammar, literary devices, and yes, inference and critical thinking. Every skill desired must be staged year to year and based on mastery in the previous year/month, etc. This is what the empirical evidence shows, despite evidenceless enthusiasm for differentiated learning, osmosis, and student-centred progress. The centre of the classroom is the teacher. The teacher is the expert, not the students. The teacher has the background knowledge of the subject matter, not the students. It's high time we put the teacher in the centre, and respected them as experts, not "guides on the side". There is no evidence that such "guides on the side" in a discovery classroom in the elementary grades yields any improvements. Moreover, it is highly inequitable because all students, no matter their socio-economic background or their parents' education level, deserve to be put on the same starting line.
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