My main field is not Linguistics/reading comprehension so what I am asking might sound a bit silly or not make a lot of sense. My question could certainly be better-phrased.
Is there a theory in reading comprehension that says something like: "The simple reading questions are best answered via simple text analyses, whereas more difficult reading questions are best answered with more complex text analyses"?
I think this intuitively makes sense, since for example, if a person over-analyzes (over-thinks through) the simple reading questions from Grade 1 classes, such a practice can introduce unnecessary complications in deriving the correct answer for the questions.
PS: I guess by saying "elementary (easy/simple) reading questions" vs. "advanced (difficult) reading questions", I am referring more to their readability/difficulty as depicted in the English classes of different grade levels. For example, the reading questions of the Kindergarten/Grade 1 classes are considered much easier than the ``advanced'' reading questions that are from college-level English classes.
PPS: I think I need to be more precise on what I mean by ``simple text analysis'' and ``complex text analysis''. When school teachers try to teach students on how to analyze texts, they refer to the theory like the "three levels of reading" (literal, inferential, critical). In this context, ``simple text analysis'' would be the analyses that focus on literal comprehension whereas ``complex text analysis'' would be the analyses that focus on critical comprehension.
Thank you, :S
I guess I can approach your question from the perspective of interpretation of texts (be they a word, a single sentence, or a group of sentences of variable length). Indeed, if you administer the same text to different people (child, student, layperson, specialist across variables such as gender, level of education, country of origin, etc.), you will obviously get different levels of understanding, with the specialist getting in greater length about details and sophisticated inferences that will not occur to non-specialists. These levels of understanding are our ultimate path as human beings and specialists as we grow up making more and more inferences in understanding human communicative events. This issue of interpretation is a cause for increasing conflicts between husband/wife, teacher/student, child/parent, etc. whose communication used in real life situations is not taken by all to the same degree of complexity in using inference, and whose expectations for actions and behaviors are ultimately at variance with each other.
Yo pienso que eso depende de factores como la edad de los niños, el estilo de aprendizaje que tenga y la metodología que el docente use para enseñar a comprender textos. En los niños pequeños un ejemplo aprender mucho de manera visual pero hay niños que son auditivos, además que la repetición de la palabra, frase o texto es fuente misma de la comprensión; es decir si tu metodología es que todos los días al ingresar al salón le vas a leer un texto ellos a la semana ya te sabrán recitar el texto mediante sus palabras y te da Indice de la compresión de el texto.
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