Four Levels of Reading Comprehension Level 1 PDF

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Description of the four levels of reading comprehension for college students...

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Four Levels of Reading Comprehension, with Examples – Level 1 Reading is not like walking — it’s not an immediate, natural thing that most children just do. And once you walk, you continue walking (for the most part), whereas there are four distinct levels of reading comprehension to learn before a child is considered an expert reader. These are:     

the definition of reading comprehension the four levels of reading comprehension types of questions students can answer at each level example texts and questions to demonstrate how to introduce each level resources to help students and parents get started

Moving up to the next comprehension level can be difficult. It requires a lot of effort and consistent practice — parents might not remember just how much effort, so patience is key.

Reading Comprehension: Definition Reading comprehension is, at the most basic level, the ability to process information we have read and understand its meaning. It differs from reading for fluency, speed, or sight word recognition. It’s not about the reading itself, but rather understanding what information the sequence of words imparts. At its highest level, reading comprehension allows students to form opinions and arguments based on what they read. They also take meaning derived from a text and add it to their integrated knowledge. Building reading comprehension is a complex task, one where skills are built one on top of the other. Often, students master one of the skills or levels of reading comprehension, they are immediately met with another challenge. This is because the kind of texts students read becomes increasingly difficult to read and understand.

Four Levels of Reading Comprehension

Level One: Looking for Literal Meaning Literal comprehension is exactly what the text says. It is the exact events of the story, explicit facts stated in an informational text, characters in a story, and any other information that is “right there on the page.” This is the simplest form of comprehension and without it, students will never be able to advance to any other form of understanding a text.

Example questions for this level of reading comprehension: Two Very Different Sisters Twin sisters Ella and Madison were in the bedroom on a sunny Saturday morning. The girls both had long blonde hair and brown eyes. Ella’s hair hung down her back in a neat braid with a pretty yellow ribbon on the end. Madison’s hair was a bit of a mess and looked as if she had just got out of the bed, even though she’d been up for over an hour. “Let me braid your hair,” Ella said to her sister. “No!” Madison replied. “Come on!” “No!” “Please!” “Never! I’m going out to the barn to brush Star.” Madison pulled on her cowboy boots. “Your horse can wait. Let me braid your hair first. It’s a mess!” “Nope. I’m going to the barn.” Madison walked out of the room. Ella frowned and looked down at the ribbon and hair ties in her lap. She just learned how to braid hair and really wanted to braid Madison’s long hair.

She picked up the ribbons and hair ties and stuffed them into her yellow purse. Yellow was her favorite color. She went down the stairs and into the kitchen where Mom was cooking bacon. It smelled so good! “Good morning!” Mom said as Ella walked into the kitchen and sat down at the table near the window. “Good morning,” Ella said as she placed her purse on the table with a frown. “Why so sad?” Mom asked. “Madison won’t let me braid her hair.” “That shouldn’t surprise you. You know she doesn’t care about her hair. She just wants to go outside and spend time with her horse.” “Well, that’s silly. We are eight years old! We shouldn’t be walking around with messy hair like little kids.” Mom laughed. “I don’t think age has anything to do with it. Even though you are twins, your sister likes different things than you. You like fashion and she likes horses. That might not ever change. It is just who you are. You can braid my hair after breakfast if you want to.” “Your hair is too short. That won’t be any fun at all. Madison didn’t even brush her hair this morning before going outside!” “I know. I could tell. Now she’s in the barn and brushing her horse. That horse’s hair probably looks better than hers!” Ella smiled, stood, and quickly grabbed her purse from the table. “I have an idea! I’m going to the barn!” “Breakfast will be ready in about twenty minutes. Listen for the bell,” Mom said as Ella walked out the door. As she walked onto the porch, Ella looked at the big bell Mom always rang when meals were ready. It was an old and heavy bell and it hung from a sturdy rope. Inside the bell was a long piece of metal that hung down. Mom said that piece of metal is called a clapper. When you bump the clapper against the sides of the bell, it makes the bell ring. Ella loved the sound it made. It always made her happy to hear the bell ring. The walk to the barn was always nice because Mom planted flowers on both sides of the path all the way to the barn. It was always fun to see what was blooming. Today, many different colors of daylilies were blooming. Ella was greeted by a variety of yellows, oranges, and reds. It was early in the day, so many of their blooms were not fully open. By the end of the day all of the daylilies would be fully open and by night time they would start to close again. By the next morning, new daylilies would be blooming. Ella liked that each daylily bloom only lasted one day. It made them extra special. Ella walked into the barn where Madison was brushing her horse, Star. Star was a brown horse with a black mane and tail. He was very pretty. Madison brushed his long black legs. “Look how shiny his legs are. Isn’t he pretty?” “Yes. I like that patch of white on his forehead.” “That’s called a star, not a patch.” “Oh! So, that’s where you got his name?” “Yep.” “He is really pretty. But he could be even prettier,” Ella said. She opened her purse and pulled out a long blue ribbon. I could braid his hair.” Madison stopped brushing Star’s legs and turned toward her sister. “Really?” “Yes! I would love to!” Madison thought for a moment. “I have seen horses with braids in their hair. Sometimes people do that. I guess we could give it a try. Okay, let’s do it!” “Yes! This is going to be even better than braiding your hair!” “Good. Because you’re not touching my hair.” “I know! I know! Now, what color of ribbons should we use,” Ella asked with a very happy smile on her face.

Two Very Different Sisters is a short reading passage about twins who have different interests but must compromise on what to do with their morning.  What are the names of the two sisters? (Ella and Madison)  When does the story take place? (Saturday)  What does Madison want to do? (She wants to go outside and spend time with her horse.) Readers do not need any context clues or close reading skills to answer these questions, because the answers are all explicitly stated in the story

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