PowerPoint Presentation

Barretts Taxonomy

FUNCTION OF BARRETTS TAXONOMYThe Barrett Taxonomy designed originally to assist classroom teachers in developing comprehension questions and / or test questions for reading

Levels of The Barrett Taxonomy

LEVEL 1: Literal ComprehensionLEVEL 2: ReorganizationLevel 3: Inferential Comprehension LEVEL 4: EvaluationLEVEL 5: Appreciation

1. Literal Comprehensioninvolve recognition and recall of ideas and information explicitly stated in the reading selection.

2. Reorganizationdealing with the organizing of ideas and information explicitly.

To analyze, synthesize, and/or organize ideas or information explicitly stated the selection.

2. Reorganization

2. ReorganizationTo produce the desired thought, the reader may utilize the statements of the author or he may paraphrase or translate the authors statements.

Reorganization tasks are:

Classifying Outlining Summarizing Synthesizing

Reorganization - ClassifyingIn this instance the student is required to place people, things, places and/ or events into categories.

When pupils are asked to recognize or recall certain kinds of details, relationships, or traits, they are in effect classifying, but at a lower level of the taxonomy.

The key to this level is that things must be sorted into a category or a class.Reorganization - Classifying

Reorganization - OutliningThe students is requested to organize the selection in outline form using direct statements or paraphrased statements from the selection

Reorganization - SummarizingThe student is asked to condense the selection using direct or paraphrased statements from the selection. (This level is interpreted as also being applicable when less than the entire selection is condensed)

Reorganization - SynthesizingIn this instance, the student is requested to consolidate explicit ideas or information from more than one source. The pupil is required to put together information from more than one place.

More is required than just a collecting of information for this information must become fused so that information from more than one source provides a single answer to a question.

3. Inferential Comprehensionideas and information, explicitly stated, are used as the basis for making intelligent guesses/hypotheses may be either convergent or divergent in nature and may be asked to verbalize the underlying rationale.

3. Inferential Comprehensionstimulated by purposes for reading which demand thinking and imagination that go beyond the printed page. Inferring Supporting Details. Inferring Main Ideas.Inferring Sequence. Inferring Comparisons.Inferring Cause and Effect Relationships. Inferring Character Traits. Predicting Outcomes. Interpreting Figurative Language.

LEVEL IN READING SKILLThe level we have identified are:

recognition of wordsmean the ability to translate orally or sub vocally the written symbol into a spoken word

association of meaning with symbols

When the learner comes across a new word and learns it, and then recognises it in different contexts, we say he/she has learnt a new concept.

literal comprehensionInvolves skills reading for facts and central ideas, noting down supporting arguments.

InterpretationCombine ideas together that have connections between the reader about he or she past reading and life experience. Then, the reader is able to make inferences and draw conclusions.

critical readingAbility to analyze, evaluate and synthesize of what they have read.Can make their own judgment.

creative readingcome up with new or effective alternative ideas and solutions to those presented by the writer.

4. Evaluation Requiring response indicating that an evaluative judgment has been made.require responses which indicate that an evaluative judgment has been made by comparing ideas.

deals with judgment and focuses on qualities of accuracy, acceptability, desirability, worth or probability of occurrence.

Evaluative thinking may be demonstrated by the following judgments.

Judgments of Reality or Fantasy. Judgments of Fact or Opinion. Judgments of Adequacy and Validity. Judgments of Appropriateness. Judgments of Worth, Desirability and acceptability.4. Evaluation

5. Appreciation Involving all the above related dimension of reading , and requiring to be interesting and emotionally, (affectively) sensitive to the ideas and information in the reading selection.

Appreciation includes both the knowledge of, and the emotional response to, literary techniques, forms, styles, and structures.