-Triveni Goswami Vernal
Registered Special Educator: CRR A64010

The previous blog (https://specialsaathi.com/2024/10/24/reading-comprehension-and-autism/) shed light on the significant role of Visualization in Reading Comprehension for individuals on the Autism Spectrum. In this blog, we will look at the various types of Reading Comprehension—Lexical Comprehension, Literal Comprehension, Interpretive Comprehension, Applied Comprehension and Affective Comprehension.

1) LEXICAL COMPREHENSION: Lexical Comprehension refers to the meaning assigned to words in the text, especially, key words. This would include focusing on new words that are introduced in the text. The focus will be on a preview of new words before one reads the text, as well as during and after the text is read. Explanation for all the new words is given, such that the reader is made familiar with the meanings of the words, before they can read at a level, that is higher than the current stage, they are at. Example, if the word is “fascinating”, there may be a definition given for it, as well as, an additional question, asking for synonyms for the word.

2) LITERAL COMPREHENSION: This refers to surface level information found in the text, that can answer questions of Who, What, When & Where. It is usually one of the first levels of comprehension, that is taught to an individual. Literal comprehension can help an individual understand what the narrative of what happened, in a story. Literal comprehension, as the name suggests describes the information and facts that are mentioned in the story/text.

3) INTERPRETIVE COMPREHENSION: This refers to not only understanding the text but also being able to provide an explanation for what is being read—why certain things happened the way they did, in the story, or what the consequence of a particular action, might be, or why did the main character do this etc. It refers to understanding the hidden meaning of things not explicitly mentioned in the text.

4) APPLIED COMPREHENSION: This refers to being able to connect what one reads with prior knowledge that one already has, and use that as a lens to answer questions. Questions will not have a simple yes or no answer, but will require an explanation to be provided, for the choice of the answer.  For example, “Was Shrek’s decision to go back to the swamp, right or wrong? Provide an answer with an explanation”

5) AFFECTIVE COMPREHENSION: This refers to understanding the social and emotional aspects that can be found in the narrative of the text.  It is the ability to understand the relationships between the characters, the plots and the sub-plots and the reasons/motives of the characters’ actions and emotions. For example, “How do you think Baby Bear felt when he saw Goldilocks sleeping on his bed?”

Thus, we see that Reading Comprehension is a multi-layered and complex skill, to be mastered by an individual and it is even more challenging, for an individual on the Autism Spectrum. It may take several years for a person to process the various levels involved in Reading Comprehension. In my next blog, I will share some activities that can be done to improve Reading Comprehension skills.

REFERENCES:
https://study.com/academy/lesson/reading-comprehension-literal-inferential-evaluative.html

https://www.readingranch.com/reading-comprehension/#:~:text=Lexical%20Comprehension,progress%20to%20further%20comprehension%20levels

https://handinhandhomeschool.com/teaching/reading/5-types-of-reading-comprehension/
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Author Triveni Goswami Vernal

Triveni Goswami Vernal is an Autism advocate, registered Special Educator (CRR A64010) and an Independent Researcher. Her areas of interest include Autism, Disability Rights, Gender, Art and Northeast studies. She is a mum to an 12 year old on the Autism Spectrum.

Artwork “A Garden in Spring”, Artist Kabir Vernal
Acrylic on Watercolour paper