said to be cultural differences concerning the degree to which standard or
literary prose can be writer-based or should be reader-based.reading n
1 the processes by which the meaning of a written text is understood.
When this is done silently it is known as silent reading. The understanding
that results is called reading comprehension. Reading employs many dif-
ferent cognitive skills, including letter and word recognition, knowledge
of syntax, and recognition of text typesand text structure. Comprehension
that is based on clues in the text is referred to as bottom-up-processing,
and comprehension that makes use of information outside of the text is
known as top-down processing.
2 oral reading:saying a written text aloud (also known as reading
aloud). In teaching reading this is often done to establish graphemic-
phonemic correspondences or to learn to distinguish sense groups in a
text.
Different types of reading comprehension are often distinguished, accord-
ing to the reader’s purposes in reading and the type of reading used. The
following are commonly referred to:
aLiteral comprehension: reading in order to understand, remember, or
recall the information explicitly contained in a passage.
bInferential comprehension: reading in order to find information which
is not explicitly stated in a passage, using the reader’s experience and
intuition, and by inferring (inferencing).
c Critical or evaluative comprehension:reading in order to compare informa-
tion in a passage with the reader’s own knowledge and values.
dAppreciative comprehension:reading in order to gain an emotional or
other kind of valued response from a passage.
see also scanning, skimming, readinGspeed, extensive reading
reading across the curriculum n
see language across the curriculum
reading age n
the usual age at which a child is expected to begin learning to read or to
benefit from instruction in reading.
reading for details n
a level of reading comprehension in which the reader reads to note specific
information in a passage including the sequence of information, and a
common goal in teaching reading comprehension. A good reader is able to
reading for details