I

Level 1

Most of the tasks in this level require the reader to read relatively short text to locate a single piece of information which is identical to or synonymous with the information given in the question or directive. If plausible but incorrect information is present in the text, it tends not to be located near the correct information.

• Locate one piece of information in a sports article.

• Identify the country in a reading passage.

• Underline sentence explaining action stated in short article.

II

Level 2

Some tasks in this level require readers to locate a single piece of information in the text; however, several distractors or plausible but incorrect pieces of information may be present, or low-level inference may be required. Other tasks require the reader to integrate two or more pieces of information or to compare and contrast easily identifiable information based on a criterion provided in the question or directive.

• Underline the meaning of a term given in government brochure on supplemental security income.

• Locate two features of information in sports article.

• Interpret instructions from an appliance warranty.

III

Level 3

Tasks in this level tend to require readers to make literal or synonymous matches between the text and information given in the task, or to make matches that require low-level inferences. Other tasks ask readers to integrate information from dense or lengthy text that contains no organizational aids

• Write a brief letter to complain about an error on a bill.

• Read a news article and identify a sentence that provides interpretation of a situation.

• Read lengthy article to identify two behaviors that meet a stated condition.

such as headings. Readers may also be asked to generate a response based on information that can be easily identified in the text. Distracting information is present, but is not located near the correct information.

IV

Level 4

These tasks require readers to perform multiple-feature matches and to integrate or synthesize information from complex or lengthy passages. More complex inferences are needed to perform successfully. Conditional information is frequently present in tasks in this level and must be taken into consideration by the reader.

• State in writing an argument made in a newspaper article.

• Explain differences between two types of employee benefits.

• Contrast views expressed in two editorials on technologies available to make fuel-efficient cars.

V

Level 5

Some tasks in this level require the reader to search for information in dense text which contains a number of plausible distractors. Others ask readers to make high-level inferences or use specialized background knowledge. Some tasks ask readers to contrast complex information.

• Compare approaches stated in a narrative on growing up.

• Summarize two ways lawyers may challenge prospective jurors.

• Interpret a phrase from a lengthy news article.

I

Below Basic

• Identify letters and numbers.

• Point to orally presented words.

• Read aloud words, phrases. or short sentences.

• Locate specific information on a food label.

• Identify a specific word in an advertisement.

• Locate an address in an advertisement.

• >50% of being poor or near poor

• >50% chance of not having a U.S. high school diploma

• <50% chance of voting in most recent election

II

Basic

• Locate a single piece of information in a brief written text that uses organizational aids such as headings.

• Make simple inferences.

• Provide appropriate answers to questions that require integrating two or more pieces of information.

• Locate one piece of information in a sports article.

• Identify the country in a reading passage.

• Interpret brief instructions from warranty information.

• 25-50% of being poor or near poor

• 50% chance of having at least a high school diploma

• 50-60% chance of voting in most recent election

III

Intermediate

• Generate a response based on information that is easily identifiable in dense or lengthy text.

• Integrate information from dense or lengthy text.

• Write a brief letter to complain about an error on a bill.

• Read a magazine article and identify the facts that support a specific inference.

• 10-25% of being poor or near poor

• 50% chance of having at least some college

• 60-70% chance of voting in recent election

IV

Advanced

• Search for information that is in dense texts.

• Integrate or synthesize information from complex texts.

• Perform complex inferences.

• State in writing an argument made in a newspaper article.

• Explain the differences between two types of employee benefits.

• Contrast views expressed in two editorials.

• <10% of being poor or near poor

• 50% chance of having at least an associates college degree

• 70-80% chance of voting in recent election

I

Minimally Literate in English

Are not able to independently handle most of the tasks of daily living that require literacy skills in English.

• Is likely to be able to identify letters and numbers; point to words when they are presented orally; orally read individual words, phrases, or short sentences.

• Is not likely to able to read connected text.

• Place signature in proper place on a form.

• Follow a simple recipe.

• Identify an address in an advertisement.

• >80% chance of never reading the newspaper

• >80% chance of needing a lot of help with printed information

II

Somewhat Literate in English

Should be able to independently handle some of the tasks of daily living that require literacy skills in English.

• Is likely to be able to locate a single piece of information in a brief written text with organizational aids, such as headings; to integrate two or more pieces of information; and to compare and contrast easily identifiable information.

• Follow directions on a medicine bottle.

• Read aloud to a child in preschool or elementary grade.

• 40-80% chance of never reading the newspaper

• 40-80% chance of needing a lot of help with printed information

• Is not likely to be able to integrate or synthesize information from dense text with no organizational aids.

III

Fully Literate in English

Should be able to independently handle most of the tasks of daily living that require literacy skills in English.

• Is likely to be able to integrate or synthesize information from dense or lengthy text that contains no organizational aids; and to generate a response based on information that can be identified in the text.

• Read and understand New York Times.

• Understand a proposition on a ballot.

• <10% chance of never reading the newspaper

• <10% chance of needing a lot of help with printed information