Why is reading for purpose considered a higher level of thinking than comprehension?

Reading for purpose is recognized as a higher level of thinking because it necessitates an understanding of implicit ideas, rather than just the explicit information presented in the text. When readers engage in purposeful reading, they are actively involved in analyzing, evaluating, and synthesizing information. This involves discerning the underlying themes, intentions, attitudes, and arguments that may not be explicitly stated.

In contrast, simple comprehension often pertains to understanding and recalling factual information or surface-level details. While comprehension is indeed essential, it does not require the same depth of critical thinking that reading for purpose does. The ability to interpret implicit ideas demands cognitive skills such as inference, prediction, and evaluation, which contribute to a richer and more nuanced understanding of the material. This deeper engagement with the text fosters skills that are vital for academic success and critical thinking in real-world situations.