Reading Skill Level — the assessed proficiency of the individual in understanding a given written language
Note: In the following descriptions, a standard set of text-types is associated with each level. The text-type is generally characterized in each descriptive statement.
The word “read,” in the context of these proficiency descriptions, means that the person at a given skill level can thoroughly understand the communicative intent in the text-types described. In the usual case the reader could be expected to make a full representation, thorough summary, or translation of the text into English.
Other useful operations can be performed on written texts that do not require the ability to “read,” as defined above. Examples of such tasks that people of a given skill level may reasonably be expected to perform are provided, when appropriate, in the descriptions.
Reading 0 (No Proficiency)
No practical ability to read the language. Consistently misunderstands or cannot comprehend the written language. (Has been coded R-0 in some nonautomated applications.) (Data Code 00)
Reading 0 + (Memorized Proficiency)
Can recognize all the letters in the printed version of an alphabetic system and high-frequency elements of a syllabary or character system. Able to read some or all of the following: numbers, isolated words and phrases, personal and place names, street signs, office and shop designations. The above often interpreted inaccurately. (Has been coded R-0+ in some nonautomated applications.) (Data Code 06)
Reading 1 (Elementary Proficiency)
Sufficient comprehension to read very simple, connected, written material in a form equivalent to usual printing or typescript. Can read either representations of familiar formulaic verbal exchanges or simple language containing only the highest frequency structural patterns and vocabulary, including shared international vocabulary items and cognates (when appropriate). Able to read and understand known language elements that have been recombined in new ways to achieve different meanings at a similar level of complexity. Texts may include simple narratives of routine behavior; highly predictable descriptions of persons, places, or things; and explanations of geography and government such as those simplified for tourists. Some misunderstandings of simple texts possible. Can get some main ideas and locate prominent items of professional significance in more complex texts. Can identify general subject matter in some authentic texts. (Has been coded R-1 in some nonautomated applications.) (Data Code 10)
Reading 1 + (Elementary Proficiency, Plus)
Sufficient comprehension to understand simple discourse in printed form for informative social purposes. Can read material such as announcements of public events, simple prose containing biographical information or narration of events, and straightforward newspaper headlines. Can guess at unfamiliar vocabulary if highly contextualized, but with difficulty in unfamiliar contexts. Can get some main ideas and locate routine information of professional significance in more complex texts. Can follow essential points of written discussion at an elementary level in topics in his special professional field. In commonly taught languages, the individual may not control the structure well. For example, basic grammatical relations are often misinterpreted, and temporal reference may rely primarily on lexical items as time indicators. Has some difficulty with the cohesive factors in the discourse, such as matching pronouns with referents. May have to read materials several times for understanding. (Has been coded R-1+ in some nonautomated applications.) (Data Code 16)
Reading 2 (Limited Working Proficiency)
Sufficient comprehension to read simple, authentic written material in a form equivalent to usual printing or typescript on subjects within a familiar context. Able to read straightforward, familiar, factual material with some misunderstandings, but in general insufficiently experienced with the language to draw inferences directly from the linguistic aspects of the text. Can locate and understand the main ideas and details in material written for the general reader. However, persons who have professional knowledge of a subject may be able to summarize or perform sorting and locating tasks with written texts that are well beyond their general proficiency level. The individual can read uncomplicated, but authentic prose on familiar subjects that are normally presented in a predictable sequence that aids the reader in understanding. Texts may include descriptions and narrations in contexts such as news items describing frequently occurring events, simple biographical information, social notices, formulaic business letters, and simple technical materials written for the general reader. Generally, the prose that can be read by the individual is predominantly in straightforward / high-frequency sentence patterns. The individual does not have a broad active vocabulary (that is, vocabulary he recognizes immediately on sight), but is able to use contextual and real-world cues to understand the text.
Characteristically, however, the individual is quite slow in performing such a process. He is typically able to answer factual questions about authentic texts of the types described above. (Has been coded R-2 in some nonautomated applications.) (Data Code 20)
Reading 2 + (Limited Working Proficiency, Plus)
Sufficient comprehension to understand most factual material in nontechnical prose, as well as some discussions on concrete topics related to special professional interests. Is markedly more proficient at reading materials on familiar topics. Is able to separate the main ideas and details from lesser ones and uses that distinction to advance comprehension. The individual is able to use linguistic context and real-world knowledge to make sensible guesses about unfamiliar material. Has a broad active reading vocabulary. The individual is able to get the gist of main and subsidiary ideas in texts which could be read thoroughly only by persons with much higher proficiencies. Weaknesses include slowness, uncertainty, and inability to discern nuances and/or intentionally disguised meaning. (Has been coded R-2+ in some nonautomated applications.) (Data Code 26)
Reading 3 (General Professional Proficiency)
Able to read within range of speed and with almost complete comprehension a variety of authentic prose material on unfamiliar subjects. Reading ability is not dependent on subject matter knowledge, although it is not expected that the individual be able to comprehend thoroughly subject matter that is highly dependent on cultural knowledge or is outside his general experience and not accompanied by explanation. Text-types include news stories similar to wire service reports or internal news items in major periodicals, routine correspondence, general reports, and technical material in his professional field; all of these may include hypothesis, argumentation, and supported opinions. Misreading rare. Almost always able to interpret material correctly, relate ideas, and “read between the lines” (that is, understand the writers’ implicit intents in texts of the above types). Can get the gist of more sophisticated texts but may be unable to detect or understand subtlety and nuance. Rarely has to pause over or reread general vocabulary. However, may experience some difficulty with unusually complex structure and low-frequency idioms. (Has been coded R-3 in some nonautomated applications.) (Data Code 30)
Reading 3 + (General Professional Proficiency, Plus)
Can comprehend a variety of styles and forms pertinent to professional needs. Rarely misinterprets such texts or experiences difficulty relating ideas or making inferences. Able to comprehend many sociolinguistic and cultural references. However, may miss some nuances and subtleties. Able to comprehend a considerable range of intentionally complex structures, low-frequency idioms, and uncommon connotative intentions; however, accuracy is not complete. The individual is typically able to read with facility, understand, and appreciate contemporary expository, technical, or literary texts which do not rely heavily on slang and unusual idioms. (Has been coded R-3+ in some nonautomated applications.) (Data Code 36)
Reading 4 (Advanced Professional Proficiency)
Able to read fluently and accurately all styles and forms of the language pertinent to professional needs. The individual’s experience with the written language is extensive enough that he is able to relate inferences in the text to real-world knowledge and understand almost all sociolinguistic and cultural references. Able to “read beyond the lines” (that is, understand the full ramifications of texts as they are situated in the wider cultural, political, or social environment). Able to read and understand the intent of writers’ employment of nuance and subtlety. The individual can discern relationships among sophisticated written materials in the context of broad experience. Can follow unpredictable turns of thought readily, for example, in editorial, conjectural, and literary texts in any subject matter area directed to the general reader. Can read essentially all materials in his special field, including official and professional documents and correspondence. Recognizes all professionally relevant vocabulary known to the educated nonprofessional native, although may have some difficulty with slang. Can read reasonably legible handwriting without difficulty. Accuracy is often nearly that of a well-educated native reader. (Has been coded R-4 in some nonautomated applications.) (Data Code 40)
Reading 4 + (Advanced Professional Proficiency, Plus)
Near-native ability to read and understand extremely difficult or abstract prose, plus a very wide variety of vocabulary, idioms, colloquialisms, and slang. Strong sensitivity to and understanding of sociolinguistic and cultural references. Little difficulty in reading less than fully legible handwriting. Broad ability to “read beyond the lines” (that is, understand the full ramifications of texts as they are situated in the wider cultural, political, or social environment) is nearly that of a well-read or well-educated native reader. Accuracy is close to that of the well-educated native reader, but not equivalent. (Has been coded R-4+ in some nonautomated applications.) (Data Code 46)
Reading 5 (Functionally Native Proficiency)
Reading proficiency is functionally equivalent to that of the well-educated native reader. Can read extremely difficult and abstract prose; for example, general legal and technical as well as highly colloquial writings. Able to read literary texts, typically including contemporary avant-garde prose, poetry, and theatrical writing. Can read classical/archaic forms of literature with the same degree of facility as the well-educated, but nonspecialist native. Reads and understands a wide variety of vocabulary and idioms, colloquialisms, slang, and pertinent cultural references. With varying degrees of difficulty, can read all kinds of handwritten documents. (Has been coded R-5 in some nonautomated applications.) (Data Code 50)