Skip to main content
. 2022 Jul 4;8(7):e09864. doi: 10.1016/j.heliyon.2022.e09864

Table 1.

Barrett’s taxonomy of reading comprehension levels.

1 Literal questions (Recognition or recall of)
  • -

    details

  • -

    main ideas

  • -

    a sequence

  • -

    comparison

  • -

    cause and effect relationships

  • -

    character traits

 Students’ skills
Locate or identify any kind of explicitly stated fact or detail (for example, names of characters or, places, likeness and differences, reasons for actions)		 Examples
  • -

    Name the ---.

  • -

    List the ---.

  • -

    Identify the ---.

  • -

    Describe the ---.

  • -

    Compare the two ---.

  • -

    Relate the ---.
2 Reorganizational questions
  • -

    classifying

  • -

    outlining

  • -

    summarizing

  • -

    synthesizing

 To organize, sort into categories, paraphrase, or consolidate explicitly stated information or ideas in a reading text
  • -

    Summarize the main ideas ---.

  • -

    State the differences ---.

  • -

    Describe the similarities…

  • -

    Classify the same ---.

  • -

    Outline the key ---.
3 Inferential questions
  • -

    main ideas

  • -

    supporting details

  • -

    sequence

  • -

    comparisons

  • -

    cause and effect relationships

  • -

    character traits

  • -

    predicting outcomes

  • -

    interpreting figurative language

 To use conjecture, personal intuition, experience, background knowledge, or clues in a reading text as a basis of forming hypotheses and inferring details or ideas (for example, the significance of a theme, the motivation or nature of a character) that are not explicitly stated in the reading text/material
  • -

    Explain the main idea ---.

  • -

    What is the writer’s intention -?

  • -

    What do you think ---?

  • -

    What will be ---?

  • -

    What will happen ---?

  • -

    Why is it occurred when ---?

  • -

    Why did you decide ---?
4 Evaluative questions (Judgment of)
  • -

    reality or fantasy

  • -

    fact or opinion

  • -

    adequacy or validity

  • -

    appropriateness

  • -

    worth, desirability, and acceptability

 To make evaluative judgment (for example, on qualities of accuracy, acceptability, desirability, worth or probability) by comparing information or ideas presented in a reading text using external criteria provided (by other sources/authorities) or internal criteria (students’ own values, experiences, or background knowledge of subject)
  • -

    Describe your opinion in detail -.

  • -

    Do you think that ---?

  • -

    Discuss critically ---.

  • -

    Why do you think so ---?

  • -

    How important is this ---?

  • -

    What is the moral of the story -?

  • -

    How is it appropriate with ---?

  • -

    Why is this purposeful ---?
5 Appreciative questions
  • -

    Emotional response to content

  • -

    Identification with characters

  • -

    Reactions to author’s language use

  • -

    Imagery

 To show emotional and aesthetic/literary sensitivity to the reading text and show a reaction to the worth of its psychological and artistic elements (including literary techniques, forms, and styles)
  • -

    Discuss your response ---.

  • -

    Comment on the writer’s use of language ---.

  • -

    What impression did you get about ---?

  • -

    Do you like this ---? Why?

Source: Adapted from Reeves (2012).