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  • Barrett's Taxonomy Explained

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    AdiSaifuddin
    523 vizualizări11 pagini
    This document outlines Barrett's Taxonomy, a framework for classifying reading comprehension skills into six levels - from literal comprehension to appreciation. It focuses on the lowest level: literal comprehension. Literal comprehension involves simply recognizing or recalling ideas, details, and facts clearly stated in the text. It can include tasks like identifying main characters, recalling specific events, or recognizing cause-and-effect relationships. The document provides examples of literal comprehension questions and distinguishes between recognition (locating stated information) and recall (producing information from memory).

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    1. Barrett's Taxonomy

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    This document outlines Barrett's Taxonomy, a framework for classifying reading comprehension skills into six levels - from literal comprehension to appreciation. It focuses on the lowest level: literal comprehension. Literal comprehension involves simply recognizing or recalling ideas, details, and facts clearly stated in the text. It can include tasks like identifying main characters, recalling specific events, or recognizing cause-and-effect relationships. The document provides examples of literal comprehension questions and distinguishes between recognition (locating stated information) and recall (producing information from memory).

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    © All Rights Reserved
    Descărcați ca PPTX, PDF, TXT sau citiți online pe Scribd
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    523 vizualizări11 pagini

    Barrett's Taxonomy Explained

    Încărcat de

    AdiSaifuddin
    This document outlines Barrett's Taxonomy, a framework for classifying reading comprehension skills into six levels - from literal comprehension to appreciation. It focuses on the lowest level: literal comprehension. Literal comprehension involves simply recognizing or recalling ideas, details, and facts clearly stated in the text. It can include tasks like identifying main characters, recalling specific events, or recognizing cause-and-effect relationships. The document provides examples of literal comprehension questions and distinguishes between recognition (locating stated information) and recall (producing information from memory).

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    © All Rights Reserved
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    din 11

    BARRETTS

    TAXONOMY
    INTRODUCTION
    From The Taxonomy of the Cognitive and
    Affective Dimensions of Reading
    Comprehension developed by Thomas C.
    Barrett (1968)
    Basis level of thinking to produce particular
    comprehension task outcomes
    It will help students to improve the ability to
    comprehend what they read

    BARRETT TAXONOMY
    Appreciation
    Evaluation
    Inferential
    Comprehension
    Reorganization
    Literal Comprehension
    2 Ways to use Barretts
    Taxonomy
    1. Developing purposes and questions
    for guiding students reading
    2. Analyse the questions presented in
    reading material
    1. LITERAL COMPREHENSION
    Focuses on ideas and information which
    are clearly stated in the selection.
    A simple task in literal comprehension may
    be the recognition or recall of a single fact
    or incident.
    A more complex task might be the
    recognition or recall of a series of facts or
    the sequencing of incidents in a reading
    selection

    1. LITERAL COMPREHENSION
    i. Recognition
    to locate or identify ideas or information clearly
    stated in the reading selection itself or in exercises
    which use the clear ideas and information presented
    in the reading selection.
    Recognition of Details.
    Recognition of Main Ideas
    Recognition of a Sequence.
    Recognition of Comparison.
    Recognition of Cause and Effect Relationships.
    Recognition of Character Traits


    EXAMPLE:
    Who is the main character?
    Who is Clara in the story?
    What is her job?
    What is the hidden motive of the villain/
    antagonist character?


    1. LITERAL COMPREHENSSION
    ii. Recall
    requires the student to produce from memory ideas
    and information clearly stated in the reading
    selection. Recall tasks are:
    Recall of Details.
    Recall of Main Ideas.
    Recall of a Sequence.
    Recall of Comparisons.
    Recall of Cause and Effect Relationships.
    Recall of Character Traits.

    EXAMPLE:
    What is the story all about?
    How did the two become best friends?
    What is the relationship between the two
    characters?
    How they escape from the kidnappers?
    Why they mad at the reporter?
    2. REORGANIZATION
    Dealing with the organizing of ideas and
    information explicitly
    To analyze, synthesize, and/or organize ideas or
    information explicitly stated in the selection.
    To produce the desired thought, the student may
    utilize the statements of the author or he may
    paraphrase or translate the author's statements.
    Reorganization tasks are:
    Classifying.
    0utlining.
    Summarizing.
    Synthesizing.
    EXAMPLE:







    Put each words under the proper heading:
    People
    Places
    Things
    Sherry
    Books House
    Downstairs friends
    Zackry Window
    Downtown Shirt

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