Definition of Reading Comprehension
Dechant (1982: 311) states that “comprehension includes the
correct association of meanings with word symbols, the selection of the correct
meaning suggested by the context, the organization and retention of meaning,
the ability to reason one‟s way through smaller
idea segments, and ability to grasp the meaning of a larger unitary idea”.
According to Klingner, et al (2007:2) states that "Reading
comprehension is the process of constructing meaning by coordinating a number
of complex processes that include word reading, word and world knowledge, and
fluency" Reading comprehension is primarily a matter of developing
appropriate, eficient comprehension starategies. Some strategies are related to
bottom-up procedures, and other enchances the top-down processes (Brown,
2000:306).
Meanwhile, according to Wilis (2008: 127): “Goals of Reading
Comprehension Strategies to build comprehension are available to increase
neural efficiency at each step of the comprehension process”. It means
the purpose of reading comprehension strategies is that the students can
improve efficiency neural of process comprehension the text.
Based on the statements above reading comprehension is a way to
understanding or comprehend of the text that includes not only word reading,
world knowledge or fluency, but by reading comprehension we can get information
and wide insight from the text.
Levels of Reading Comprehension
Reading is the ability to comprehend, not simply to recognize,
letters, forms, and symbol. Without comprehension, reading may prove to be
almost useless. There are three levels of reading comprehension, these are:
a. Literal reading is the ability to follow directions and
understand exact words, meanings, and characters.
b. Aesthetic reading is the ability to appreciate artistically the
style and overall quality of what is being read.
c. Critical reading consists of making factual distinctions
between common ideas, facts, and opinion. This capability is needed for valid
interpretation and analysis.
Total comprehension requires reading at all of the above levels.
Thus, to comprehend a chapter in a textbook well, one must have the ability to
read at all levels (Mahmoud, 1992: 102-103).
In other hand, Dechant explains that learning to comprehend a
complex of skills. Various writers have attempted to categorize these into
three of four levels. Lanier and Davis in Dechant (1982:313) summarizing
comprehension skills, categorize them as:
a. Literal skill (recognizing and recalling facts, details,
sequence, main idea, directions, organization, and the like)
b. Interpretative skills (inferring, drawing conclusion,
generalizing, deriving meaning from figurative language, predicting,
anticipating, and summarizing)
c. Critical skills (judging, detecting propaganda, analyzing,
checking validity, checking the author‟s biases
and purpose)
d. Creative skills (applying information, responding emotionally).
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