READING
These guidelines assume all reading texts to be authentic and legible.
Novice
The Novice level is characterized by an ability to
Identify isolated words and phrases when strongly supported by context; and
Identify learned material
Novice Low
Able occasionally to identify isolated words and / or phrases when strongly supported by context.
Novice Mid
Able to recognize the symbols of an alphabetic and / or symbolic 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, rereading may be required.
Novice High
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 slightly higher level where context and / or extralingusitic background knowledge are supportive.
Intermediate
The Intermediate level is characterized by an ability to understand main ideas and some facts from simple connected texts.
Intermediate Low
Able to understand main ideas and / or some facts from the simplest connects 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 impact basic information about which the reader has to make only minimal suppositions or to which the reader brings personal purposes or information for- the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstanding will occur.
Intermediate Mid
Able to r3ead 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 impact 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.
Intermediate High
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 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.
Advanced
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, bibliological information social notices personal correspondence, routinezed business letters and simple technical material written for the general reader.
Advanced High
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 tests 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 it literary styles permit comprehension of a wider variety of texts, including literary. Misunderstandings can occur.
Superior
Able to reed 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 hypothesis, 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 stricture, the reader is almost always able to match the meanings derived from extralinguistic knowledge with meanings derived from the knowledge of the language, allowing for smooth and efficient reading of diverse tests. Occasional misunderstandings may still occur; for example, the reader may experience some difficulty with unusuallity 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.
Distinguished
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 writers use of nuance and subtlety. Can readily follow unpredictable turns of though 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.