13 tactile and kinesthetic learners. Those types of learners will learn best in working
with visual reinforcement, listening to information, using manipulative resources and movement that related with learning. Those types of learners will learn best in
reading by the DR-TA strategy because DR-TA includes using pictures, reading a text that showing information, stories of daily life, and employing small groups
works.
4. The Process of Reading Comprehension
In the discussions about reading and comprehension, experts generally mention about bottom-up and top-down processes. Both of them are processes of
reading comprehension and according to the recent research, there is one more kind of reading comprehension process called interactive reading.
The first process is buttom-up. In bottom-up processing, readers must first recognize multiplicity of linguistic signals letters, morphemes, syllables,
words, phrases,grammatical cues, discourse markers and use their linguistic data processing mechanism to impose some sort of orders on these signals. These data-
drive operations obviously require knowledge of the language. Among all the perceived data, the reader selects the signals that make some sense to what is
called meaning. Top down is a process in which readers draw their own intelligence and
experience to understand a text. The last process, interactive reading is a combination of top-down and bottom up processing. It is almost the primary
ingredient in successful teaching methodology because both processes are combined.
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5. Types of Reading
Richards and Schmidt 2002 and Westwood 2008 categorize reading comprehension into different types. This part presents the categories of reading
comprehension that are explained as follows. Westwood 2008 divides reading comprehension into three different
levels, literal, inferential and critical comprehension. The literal comprehension is the most basic one. It is where readers are able to understand factual information
presented in a text because that information in the text is stated explicitly. The next level, the inferential comprehension, is where readers are able to go beyond
the words on the page in order to draw inferences related to the text. At this stage, readers use information effectively to deduce cause and effect and to anticipate
what may come next. The last level, the critical comprehension, is where readers are able to evaluate what they are reading.
Another category of reading comprehension is by Richards and Schmidt 2002.
It approves that comprehension involves concluding both the
explicitlystated information and implicitly-stated information as well as criticizing the information contained in the text. In addition, they see another type of reading
comprehension which is appreciative comprehension. According to them, readers who perform appreciative comprehension read a text in order to gain an emotional
or other kind of valued response from the text. In summary, there are four types of reading comprehension suggested by
expert namely literal, inferential, critical and appreciative comprehension. Readers perform literal comprehension to conclude explicitly-stated information. Unlike
