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According to Snow 2002, reading comprehension is defined as the
“process of simultaneously extracting and constructing meaning through interaction and involvement with written language” p. 11. Snow also states
that there are three elements involved in this process: the reader, the text, and the activity. These three are interrelated each other and what build the reading
activity itself. However, if one element does not exist, the reading activity will not run well.
Snow believes that the reader is at the central of the learning. The difficulty
of a text depends on the reader’s ability. The reader must have complex cognitive abilities to comprehend the text. The text itself also has a
big influence on the reader’s comprehension. However, the text might be
easier to understand if the reader has a proper background knowledge about the topic. Thus, there are strong relationships between the types of text,
knowledge and the reader’s ability. The third element is the activity. Snow
believes that the purpose of reading could affect the reader’s comprehension.
For instance, reading is often mandated if it is done in the class. Students might not fully engage with the text since they do not see the purpose.
b. Levels of Reading Comprehension
Comprehension is not merely the readers’ ability to answer the questions related to the text. Comprehension is heavily dependent on the
reader’s oral language abilities, understanding of word meanings and the ability to engage with the text at a deep level Burns, Griffin, Snow, 1999.
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Reading comprehension itself is divided into three major levels namely literal reading, interpretive reading, and applied reading Berry, 2005.
1 Literal Reading
Literal reading is said to be the lowest level of reading comprehension since it is easy and does not require any heavy thinking Carnine, Silbert,
Kameenui, 1997. In literal reading comprehension test, the questions will just examine how well the readers can identify and understand information that is
directly stated in the text Berry, 2005. Due to its nature, this level of reading is then suitable for young learners.
2 Interpretive Reading
The second level of reading comprehension is interpretive reading. Berry 2005 defines this level as what is implied, rather than what is actually
stated. What the readers are supposed to obtain here is the understanding of what the authors meant in the text by drawing inferences. Therefore, the
answers to interpretive reading comprehension are likely to be not stated in the text but are suggested or implied.
3 Applied Reading
This level is higher and more complex than the previous levels. Berry 2005 defines applied reading as the integration of all levels of reading
comprehension. He also describes this as taking what was said literal, what was meant by what was said interpretive and extending the concepts or ideas
beyond the situation through analyzing, synthesizing, and applying. In this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
