LITERAL, INFERENTIAL UNDERSTANDING AND

I unit
CRITICAL - EVALUATIVE

SESSION No. 05

Expected learnings:
Develop questions considering comprehension
literal and inferential.
Develop questions posed according to the level.
literal and inferential reading comprehension.

Indicators:
They prepareappropriately questions of
literal and inferential comprehension at different
types of text.
Answer literal level questions and
inferential in a clear and precise manner.

Contents:
Development of literal and inferential comprehension.
Construction of local and global meanings of different types of texts.

I. INITIAL ACTIVITY OF GATHERING KNOWLEDGE

Read the following text:

Answer the following questions:

What is the meaning of 'So little and already says nonsense'?

Mafalda assumes that the boy should speak well, which is why she is surprised when
listen to nonsense words

b. What amazed Mafalda?

The words spoken by the boy

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 II. DEVELOPMENT OF THE THEORETICAL-SCIENTIFIC CONTENT

II.1. Levels of literal, inferential, and critical comprehension.

Reading is a process in which the reader assigns meaning to the text.
interpreting the contents presented there and inferring from them; it is
say, transcending the limits of explicit information. In this sense,
Understanding a text involves starting from the simplest - based on information.
literal - to the most complex - based on non-literal information -, giving rise to
the different levels of reading comprehension.
Regarding this point, several authors present their
proposals. Pinzás (2001), for example, establishes two basic types of
reading comprehension: literal and inferential. For his part, Barret
(2003) talks about three levels: explicit level, which includes understanding
literal and reorganization; implicit level, encompassing inferential understanding
evaluative level, which is in turn made up of critical reading and
appreciation. Allende and Condemarín (1999), based on the taxonomy of
Barret talks to us about five processes or levels of understanding:
literal comprehension, reorganization of information, understanding
inferential, critical reading or evaluative judgment and reading appreciation.
Danilo Sánchez Lihón (1988), on the other hand, there are seven levels of realization.
from reading: literalness, retention, organization, inference
interpretation, evaluation, and creation. María Eugenia Dubois (1991), by
on its side, proposes the knowledge of words as the first level of the
reading, comprehension, as a second level and as a third, the
evaluation. PISA, from its particular point of view, considers - instead of
of levels - five aspects of reading that - according to this project - ensure
the full understanding of a text: information extraction, development
of a broad general understanding, development of an interpretation,
reflection on the content of a text and evaluation of it
reflection on the form of a text and assessment of it. As such
that the Minedu (2007, 29), in its most recent written publication, refers to and
develop four levels of reading comprehension: literal comprehension,
inferential, affective and evaluative or critical.
As we see, there are many and varied taxonomies that exist about
the levels of reading comprehension; however, in order to keep pace with
the innovations suggested by the Ministry of Education, we have opted
to develop the levels that it proposes.

a. LITERAL COMPREHENSION
Literal comprehension, also known as centered comprehension
in the text, it guides us through a process of identifying situations and
spatial, temporal, and causal relationships of everything the author
it is explicitly stated in the text. It is therefore about 'understanding what
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 the text says” (Pinzás, 2001). In other words, literal understanding “is
refers to understanding well what the text communicates and recalling it accurately
and correction" (Minedu, 2007).

Literal comprehension allows for the recovery of information explicitly.

proposed in the text. It is the elemental level of reading and is characterized by the
superficial understanding of what the author expresses through language.

At this level, the reader must exercise two essential abilities:

recognize and remember. Recognition consists of the locating and
identification of text elements; the memory requires that the learner
Cite from memory place, time, facts, main ideas (sentences) and
secondary, cause-and-effect relationships, among others clearly expressed
in the text.

To verify the development of these two capabilities, the following will be proposed.
various questions: Where did the events happen?, when did they occur?
produjeron?, ¿quiénes participaron?, ¿con quién lo hizo?, ¿con qué
object?, what did they do?, what are the described causes?, what
consecuencias se enuncian?, ¿cómo se inicia?, ¿qué sucedió
Then?, how does it end? Let's see the following text:

THE BODY HAS ITS OWN MIND

When I stated that no person can honestly proclaim

who knows the way to cure breast cancer, I just spoke one truth to
media, because the true cure for cancer would occur if the patient
could promote the healing process from within. The cases of
healing like that of Chitra happens when a radical internal change occurs,
that eliminates doubts and fears, while simultaneously annihilating the disease. Without
embargo, the exact location of this change is, in practice,
any doctor, to approach that treacherous ground, and often
disconcerting, which is vaguely known as 'mind medicine'
body.” This change has been practically forced, as the trust that is
what I had in the physical body has begun to crumble.

Deepak Chopra, 'Quantum Healing'

Some of the questions raised regarding literal comprehension

del texto presentado, serían:¿Quién es Chitra?, ¿qué condición es
necessary for true cancer healing to occur?
How are drugs and surgeries considered? What does he call -the
author of the text - treacherous and bewildering terrain?
Now then, as has already been said, there are several levels of
reading comprehension; the literal is just the first step that the reader
it has to rise, it is the step towards inferential and evaluative understanding or
criticism. If the student does not understand the information that the text offers,
it will hardly be able to draw inferences and -even less- reach the level
evaluation of reading comprehension.
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 b. INFERENTIAL COMPREHENSION
The second level of reading comprehension invites us to go beyond the
text. The reader must relate the ideas explicitly presented in the
text with your personal experience and, based on that, make
conjectures and hypotheses.

This level favors the interpretation of a text. The texts - according to the
the approach of Jesús Pérez (2005, 93) contains more information than which
is expressed explicitly. Inferring involves making use of - during the
reading of information and ideas that do not appear explicitly; that is to say,
it involves 'discovering implicit aspects in the text' (Sánchez Lihón, 1988),
making use -to a greater or lesser extent- of the knowledge of the world that
he has the reader.
The inferential level requires a certain degree of abstraction for
part of the reader. It is at this level when deductions or interpretations are made of the
author's intentions, their thoughts, opinions, feelings and
attitudes.

By putting this level into practice, the reader must obtain details.
additional; main ideas, not included explicitly; sequences
about actions that could have occurred if the text had concluded in other ways;
cause-effect relationships; as well as predicting events based on
an unfinished reading and interpreting figurative language. For this, there will be
to ask oneself diverse questions. Juana Pinzás (2001, 26) classifies them
in two groups: the inferential questions based on the text and the
based on the reader. The first ones ask the reader to make inferences
relating the different parts of the text with the information that - about
the theme - he already possesses, and the second are those that invite him to
extrapolate or extend what has been read to their life (experiences, characteristics
personal, culture, etc.). Here are some of them: How do you think...?
¿qué piensan de…?, ¿por qué…?, ¿con qué propósito creen que…?,
For what purpose...?, what would happen if...?, what would they have done in
case of...?
would it entail...? Let's see:
In this case, considering the previous text, the questions posed
they could be: What other achievements can be achieved, based on the
application of 'mind-body medicine'?, why do you think that the
Should cancer healing come from within a person?
What do you think of traditional Western medicine? How can we overcome the
breast cancer or others? Why do you think the cure for cancer is
should come from within a person?

Inferential comprehension goes beyond what is read. It is oriented towards

discover information, situations, relationships, conclusions, etc. that do not
are explicitly expressed in the text.

c. Critical or evaluative comprehension

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 This type of understanding -also known as critical level of the
reading - is considered as a level of high complexity and enormous
productivity for the reader. It implies the issuance of evaluative judgments,
comparing the ideas presented in the text with criteria external to it.
The reader -in this case- reads the text not to inform themselves, to enjoy, or
to investigate, but to detect the thread of the author's thinking,
detect their intentions, analyze their arguments, understand the
organization and structure of the text, if the text has the parts that
needs or is incomplete and if it is coherent" (Minedu, 2007). It is about,
well, at a level that allows for reflection on the content of the text
read, for which the reader "needs to establish a relationship between the
information from the text and the knowledge obtained from others
sources, and evaluate the statements of the text by contrasting them with your
own knowledge of the world" (Pérez, 2005).

Evaluative comprehension, due to its degree of complexity, implies the

formation of criteria and discursive structures that reflect the
representation of reality based on the personal position of the reader; it is
to say, the reader, when forming their value judgments, in addition to considering the
textual content, take into account the culture and values of which it is
participant.

Ask, for example, What new ideas does the text bring me?
What evaluation do I make of the ideas in the text? Can these ideas...
to be useful for interpreting other phenomena or facts of reality?
It leads us to develop the critical level of reading comprehension.

The body has its own mind

In relation to the text and according to this level, the questions

The questions would be: What importance does 'mind-body medicine' have in
the man?, do you think there is any contradiction between science
doctor and the theory 'mind-body medicine'?, could it be incorporated into the
folk medicine in "mind-body medicine"?, in the villages,
healing with animals or herbs - carried out by shamans or healers -
which of the mentioned medicines would you enroll in? It could also be
raise other questions: What information that you didn't know does it provide you?
text?, how would you help people with cancer, according to a certain type
of medicine?, do you think traditional medicine is better or the 'medicine
mind-body?

III. APPLICATION ACTIVITIES.

Read the proposed text and then complete the form with questions according to
the proposed reading levels. Annex
IV. EXTENSION ACTIVITIES
Select opinion articles or literary texts, then develop three.
questions for each of the levels.

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 V. BIBLIOGRAPHIC REFERENCES

García, J.; Elosúa, R.; Gutiérrez, F.; Luque, J. and Garate, M. (1999).
Reading Comprehension and Working Memory. Madrid, Ed. Paidós.

Van Dijk, T. A. (1996). The science of text: an interdisciplinary approach. 3rd ed.
Buenos Aires, Edit. Paidos.

Pincers, J. (2005). Read better to teach better. Lima, November 4th ed.

VI. ANNEXES
The door without a bolt
In Glasgow, Scotland, a young woman like many of today's teenagers got tired.
from his home and the restrictions imposed by his parents. Likewise, he rejected the
the religious lifestyle of his family, and he said: "I don't want God. I renounce. I'm leaving!"

She left her home, determined to become a woman of the world. Shortly after, without
, I was in misery and couldn't find a job. He then dedicated himself to
roamed the streets to sell her body as a prostitute. Years went by, her
father died. His mother aged and she clung more to her way of life.

There had been no contact between mother and daughter during those years. The mother
Upon learning where his daughter lived, he headed to that abandoned section of the city.
in search of her. He stopped at each of the rescue missions with a simple
request: Can I pin this photograph on the bulletin board? " . It was a photograph of the
mother, smiling and with grayish hair with a handwritten message on the
bottom part: "I haven't stopped loving you...! come back home!"

A few months passed and nothing happened. One day, daughter entered one of the
rescue missions to receive a meal that was urgently needed. He/She sat down
absentmindedly listening to the service, while allowing his gaze to wander across the
advertising prison. There she saw the photograph and thought, "Could it be my mother?"

It was already night, but she felt moved by the message and began to walk.
towards his home. He arrived in the early morning. He felt fear and moved forward timidly, not knowing
really what to do. When he knocked on the door, it swung wide open. He thought that
some thief had entered before. Worried about her mother's safety, she ran
to her room and found her asleep. He shook her to wake her up and said: "I am
I'm me, I'm at home!

The mother couldn't believe what she was seeing. She wiped her tears and they embraced in a.
big hug. The daughter said: "I was so worried! The door was open and
I thought a thief had entered.

The mother replied very sweetly: "No, darling. Since the day you left,
the door has never had a lock!

Robert Strand

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 READER COMPREHENSION SHEET

THE DOOR WITHOUT A LOCK

Questions corresponding to the literal level

1. Where did the events happen?

In Glasgow, Scotland

2. Who participated?

A teenager and her parents

3. What are the described causes?

She got tired of her home and the restrictions imposed on her by her parents and style of
religious life of her family, which is why she decides to leave her home to become a woman.
of the world

What consequences are stated?

That the young woman cannot find work, is in misery, and resorts to prostitution.
And as the years went by, his father passed away.

5. How does it end?

When the young woman saw a poster in the announcements that said 'I haven't stopped loving you...!'
Return home!
that it was always waiting for him

Questions corresponding to the inferential or interpretive level.

1.

2.

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3.

4.

5.

Questions corresponding to the critical evaluative level.

1.____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5._________________________________________________________________________

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