Able to read fluently and accurately most styles and forms of the
language pertinent to academic and professional needs. Able to relate
inferences in the text to real-world knowledge and understand almost
all sociolinguistic and cultural references by processing language
from within the cultural framework. Able to understand a writer's
use of nuance and subtlety. Can readily follow unpredictable turns
of thought and author intent in such materials as sophisticated
editorials, specialized journal articles, and literary texts such
as novels, plays, poems, as well as in any subject matter area directed
to the general reader.
Able to read with almost complete comprehension and at normal
speed expository prose on unfamiliar subjects and a variety of literary
texts. Reading ability is not dependent on subject matter knowledge,
although the reader is not expected to comprehend thoroughly texts
which are highly dependent on knowledge of the target culture. Reads
easily for pleasure. Superior-level texts feature hypotheses, argumentation
and supported opinions and include grammatical patterns and vocabulary
ordinarily encountered in academic/professional reading. At this
level, due to the control of general vocabulary and structure, the
reader is almost always able to match the meanings derived from
extra-linguistic knowledge with meanings derived from knowledge
of the language, allowing for smooth and efficient reading of diverse
texts. Occasional misunderstandings may still occur; for example,
the reader may experience some difficulty with unusually complex
structures and low-frequency idioms. At the Superior level the reader
can match strategies, top down or bottom up, which are most appropriate
to the text. (Top down strategies rely on real-world knowledge and
prediction based on genre and organizational scheme of the text.
Bottom up strategies rely on actual linguistic knowledge.) Material
at this level will include a variety of literary texts, editorials,
correspondence, general reports and technical material in professional
fields. Rereading is rarely necessary, and misreading is rare.
Able to follow essential points of written discourse at the Superior
level in areas of special interest or knowledge. Able to understand
parts of texts which are conceptually abstract and linguistically
complex, and/or texts which treat unfamiliar topics and situations,
as well as some texts which involve aspects of target language culture.
Able to comprehend the facts to make appropriate inferences. An
emerging awareness of the aesthetic properties of language and of
its literary styles permits comprehension of a wider variety of
texts, including literary. Misunderstandings may occur.
Able to read somewhat longer prose of several paragraphs in length,
particularly if presented with a clear underlying structure. The
prose is predominantly in familiar sentence patterns. Reader gets
the main ideas and facts and misses some details. Comprehension
derives not only from situational and subject matter knowledge but
from increasing control of the language. Texts at this level include
descriptions and narrations such as simple short stories, news items,
bibliographical information, social notices, personal correspondence,
routinized business letters and simple technical material written
for the general reader.
Able to read consistently with full understanding simple connected
texts dealing with basic personal and social needs about which the
reader has personal interest and/or knowledge. Can get some main
ideas and information from texts at the next higher level featuring
description and narration. Structural complexity may interfere with
comprehension; for example, basic grammatical relations may be misinterpreted
and temporal references may rely primarily on lexical items. Has
some difficulty with the cohesive factors in discourse, such as
matching pronouns with referents. While texts do not differ significantly
from those at the advanced level, comprehension is less consistent.
May have to read material several times for understanding.
Able to read consistently with increased understanding simple connected
texts dealing with a variety of basic and social needs. Such texts
are still linguistically noncomplex and have a clear underlying
internal structure. They impart basic information about which the
reader has to make minimal suppositions and to which the reader
brings personal interest and/or knowledge. Examples may include
short, straightforward descriptions of persons, places, and things
written for a wide audience.
Able to understand main ideas and/or some facts from the simplest
connected texts dealing with basic personal and social needs. Such
texts are linguistically noncomplex and have a clear underlying
internal structure, for example chronological sequencing. They impart
basic information about which the reader has to make only minimal
suppositions or to which the reader brings personal interest and/or
knowledge. Examples include messages with social purposes or information
for the widest possible audience, such as public announcements and
short, straightforward instructions dealing with public life. Some
misunderstandings will occur.
Has sufficient control of the writing system to interpret written
language in areas of practical need. Where vocabulary has been learned,
can read for instructional and directional purposes standardized
messages, phrases or expressions, such as some items on menus, schedules,
timetables, maps, and signs. At times, but not on a consistent basis,
the Novice High level reader may be able to derive meaning from
material at a slightly higher level where context and/or extralinguistic
background knowledge are supportive.
Able to recognize the symbols of an alphabetic and/or syllabic
writing system and/or a limited number of characters in a system
that uses characters. The reader can identify an increasing number
of highly contextualized words and/or phrases including cognates
and borrowed words, where appropriate. Material understood rarely
exceeds a single phrase at a time, and rereading may be required.
Able occasionally to identify isolated words and/or major phrases
when strongly supported by context.