How many reading levels are there
The Four Levels of Reading: Improve Skills One Level At A Time
One of the secrets to acquiring knowledge is to read. A lot. My Hero, Charlie Munger, said it best “In my whole life, I have known no wise people (over a broad subject matter area) who didn’t read all the time – none, zero.”
Picking up a book and reading the words is the easy part. Reading to understand is much harder.
The key is not simply to read more but rather be selective about what we reading and how we are reading.
This article, the first in a multi-part series on improving our reading skills, outlines the four levels of reading.
“Books give delisght to the very marrow of one’s bones. They speak to us, consult with us and join us in a living and intense intimacy.” — Petrarch
Mortimer Adler originally published How To Read A Book in 1940. It immediately became a bestseller. Since that time the book has been updated and recast many times, most notably by Charles van Doren in the 1970’s.
Active Reading
There is no such thing as passive reading. All reading, to some degree, is active reading. The only difference is that some reading is more active than others. And when it comes to reading to learn something or reading for information something the more active your reading habits the better.
Reading is a complex activity, just as writing is. It consists of a large number of separate acts, all of which must be performed in a good reading. The person who can perform more of them is better able to read.
Success in reading is determined to the extent that you receive what the writer intended to communicate. That doesn’t mean you agree with them, only that you understood them.
Reading For Understanding or Information
Assuming we’re not reading for entertainment, there are two things we generally want to get from reading. We can read to acquire information and facts or we can read to learn something new and improve our understanding.
Reading for entertainment is self-explanatory.
Reading for information is the one in which we read media or anything else that’s easily digestible. These things give us more information but don’t improve our understanding. There is no shock, no moment of … that doesn’t make sense.
Alternatively, we can try to read something by someone who knows more about the subject than we do. After reading works by authors who know more about a subject than we do, our understanding is changed … it may be the case that we better understand something or perhaps we understand that our understanding was incomplete. Either way, our understanding has changed.
The easiest way to improve our understanding is from people who understand more about the subject than we do.
So half the battle of reading for understanding is to identify and select works from someone (or a group of people) who know more about a subject than we do. The internet and Amazon have made this much easier with ratings and book reviews.
And if you can read for understanding, you need not worry about reading for information or entertainment as, being less demanding, they will take care of themselves.
Instruction or DiscoveryTo be informed is to know simply that something is the case. To be enlightened is to know, in addition, what it is all about: why it is the case, what its connections are with other facts, in what respects it is the same, in what respects it is different, and so forth.
This is the difference between being knowing the name of something and knowing something.
… if you remember what an author says, you have learned something from reading him. If what he says is true, you have even learned something about the world. But whether it is a fact about the book or a fact about the world that you have learned, you have gained nothing but information if you have exercised only your memory. You have not been enlightened. Enlightenment is achieved only when, in addition to knowing what an author says, you know what he means and why he says it.
You can’t be enlightened unless you are informed, however you can be informed but not enlightened.
Montaigne speaks of “an abecedarian ignorance that precedes knowledge, and a doctoral ignorance that comes after it.”
The first is the ignorance of those who, not knowing their ABC’s, cannot read at all. The second is the ignorance of those who have misread many books.
The Greeks had a name for people who have read too widely and not well, sophomores.
Being widely read and well-read are not the same thing. Adler argues that to avoid this error we must distinguish between how we learn into instruction and discovery.
The art of reading, in short, includes all of the same skills that are involved in the art of unaided discovery: keenness of observation, readily available memory, range of imagination, and, of course, an intellect trained in analysis and reflection.
The goal of reading determines the best way to read the material in question.
If we’re reading for entertainment, we’re going to read a lot differently than if we’re reading to build a rocket ship.
A thorough understanding of the levels of reading is necessary before we can improve our reading skills.
There are four levels of reading. They are thought of as levels because you can’t reach the higher levels without a firm understanding of the previous one — they are cumulative.
1. Elementary Reading
The first level of reading is elementary reading, which is what we learned to do in elementary school. Most of us never get beyond this level.
Other names might be rudimentary reading, basic reading or initial reading; any one of these terms serves to suggest that as one masters this level one passes from nonliteracy to at least beginning literacy. In mastering this level, one learns the rudiments of the art of reading, receives basic training in reading, and acquires initial reading skills.
2. Inspectional Reading
The second level of reading is inspectional reading, which can be thought of us intelligently skimming a book in a limited amount of time.
Not only does this prime our brain with the material in the book, but it helps us determine if we want to read the entire book.
Adler writes:
[A]nother name for this level might be skimming or pre-reading. However, we do not mean the kind of skimming that is characterized by casual or random browsing through a book. Inspectional reading is the art of skimming systematically.
The point of inspectional reading is to examine the “surface” of the book.
Adler guides us:
Whereas the question that is asked at the first level is “What does the sentence say?” the question typically asked at this level is “What is the book about?” That is a surface question; others of a similar nature are “What is the structure of the book?” or “What are its parts?”
Inspectional reading is underappreciated by a lot of readers because they see it as a waste of time.
A lot of people like to read linearly. They pick up a book, turn to page one, and plow steadily through it without ever reading so much as the table of contents.
“They are,” writes Adler, “thus faced with the task of achieving a superficial knowledge of the book at the same time that they are trying to understand it.” This makes reading more difficult, not less.
3. Analytical Reading
The third level of reading is called analytical reading, which goes deeper than inspectional reading. If your goal in reading is entertainment or acquiring information, analytical reading is not necessary. However, if you are reading to improve understanding, analytical reading is entirely necessary.
It is both a more complex and a more systematic activity than either of the two levels of reading discussed so far. … Analytical reading is thorough reading, complete reading, or good reading— the best reading you can do. If inspectional reading is the best and most complete reading that is possible given a limited time, then analytical reading is the best and most complete reading that is possible given unlimited time. The analytical reader must ask many, and organized, questions of what he is reading.
… [A]nalytical reading is always intensely active. On this level of reading, the reader grasps a book— the metaphor is apt— and works at it until the book becomes his own.
Francis Bacon remarked “some books are to be tasted, others to be swallowed, and some few to be chewed and digested.” Think of analytical reading as chewing and digesting.
4. Syntopical Reading
The fourth and most difficult level of reading is syntopical reading.
It is the most complex and systematic type of reading of all. It makes very heavy demands on the reader, even if the materials he is reading are themselves relatively easy and unsophisticated. Another name for this level might be comparative reading. When reading syntopically, the reader reads many books, not just one, and places them in relation to one another and to a subject about which they all revolve. But mere comparison of texts is not enough. … With the help of the books read, the syntopical reader is able to construct an analysis of the subject that may not be in any of the books.
It is obvious, therefore, that syntopical reading is the most active and effortful kind of reading.
This is the first article in a multi-part series on how to improve our reading skills.
Reading Levels Explained: What They Are & How They Are Assessed
When your child is first learning to read, reading levels are an important tool for helping them move forward without the struggle. But did you know even older readers can benefit from being matched with the appropriate reading level?
In this article, we’ll discuss how reading levels are used and how your child’s level is determined. With the right reading materials, your child can master reading and enjoy it for years to come!
What are reading levels?
Reading levels are a detailed way to pair your child’s reading ability with books they can successfully read and understand.
Reading levels are an effective way to measure a child’s reading progress.
If your child is primarily reading books at or just above their determined reading level, they are more likely to find reading enjoyable.
As parents, we’ve all seen how reading can become frustrating. If a beginner reader tries to read a book that is far beyond their abilities, they may simply decide that reading is just too hard. And this frustration can create an overall dislike of reading and books. This is what leveled reading strives to avoid.
How is your child’s reading level assessed?
There are several different methods for measuring your child’s reading skills and classifying the books they will read.
We’ll be discussing the four most popular leveling systems in the next sections. Read on for the details on the GRL, DRA, AR and Lexile reading level measurements.
Guided reading levels (GRL) explained
Guided reading levels, or GRL, are based on the reading levels system developed by Irene Fountas and Gay Su Pinnell. For this reason, you’ll also often see GRL called Fountas & Pinnell.
This system classifies reading levels alphabetically from A to Z, with A corresponding to the earliest readers and Z falling in line with texts at or above an eighth grade level.
Books are grouped into the appropriate level based on the following considerations:
- Word repetition
- Sentence length
- Total word count
- Sentence complexity
- Number of different words
- Inclusion of supportive illustrations
- Amount of high-frequency (or most common) words
Because several GRL levels fall into each grade level, this is a precise way to classify reading materials. Not all second graders read at one level. But when second grade is split between levels I, J, K, L and M, more children will be able to find the right books to keep their motivation and confidence high.
Developmental Reading Assessment (DRA)
The DRA, or Developmental Reading Assessment, helps identify how well students are reading independently.
This system matches the child with books on a numbered reading scale from 1 to 80 (it actually starts with A, but then all other levels are numbered. Confusing — yes, but unless your child is at the very beginning of reading, look for a number).
Your child’s score on the assessment is based on how well they perform against grade-level standards. The DRA looks at your child’s reading ability in three areas.
- Reading fluency
- Reading accuracy
- Reading comprehension
Like GRL, the different grade levels contain several DRA levels. For example, second grade includes DRA levels 18 to 28. Once your child’s reading level is determined, they will be paired with leveled books to help them progress and improve.
Lexile measurement
The Lexile framework for reading is a measurement system that includes two different measures — both a student assessment and a system for measuring book levels. Your child’s Lexile reading measure is determined from a school or state-wide test that checks for reading comprehension.
A Lexile reader measurement can fall between BR for beginning readers (which is below 0L), to above 2000L. Your child’s reading level can then be paired with books using their Lexile text measurement.
Over one million books, websites and other texts have received a Lexile text measure. Lexile recommends choosing books or texts for your child that fall between 100L below to 50L above their reading measure. This is deemed your child’s reading comprehension sweet spot.
Don’t know where your child falls? Talk to their teacher to see if their school uses the Lexile assessment. If so, they can provide you with your child’s most current measure.
The Lexile framework is great for pairing more advanced readers with books that are still age-appropriate. If your child is reading above their level in the third grade, you don’t necessarily want them reading books with themes meant for seventh graders. Ask their teacher or use the Lexile website to discover age-appropriate books that will still hold their interest.
Accelerated Reader (AR) Levels
Your child’s Accelerated Reader (or AR) level is determined from a computerized test. After reading a book of their choosing, your child takes an online test on the book to measure their reading comprehension and earn points.
Based on the test score, your child’s teacher or librarian can help recommend more books to match your child’s level. If they struggled with their last book, easier options will be given. If they had zero trouble understanding the book, they’ll be encouraged to choose more difficult texts moving forward.
The AR reading levels fall on a numeric scale that closely correspond with expected grade levels. A second grader in the fourth month of the school year will, on average, be reading books at level 2.4. A fourth grader in the first month of the year will average level 4.1, and so on.
Reading level correlation chart
We’ve discussed several different reading measures, but how do they correspond with expected grade levels? And how does each measure relate to the others?
Use this handy chart from Reading A-Z to see how your child’s reading level fits into the different systems.
Or check out the one below from Traci Clausen.
Reading level FAQs
1. How can I find level-appropriate books for my child?
First, ask their teacher or the school’s librarian for recommendations. They know your child’s interest and reading ability better than any computer resource. They will also be up to date on children’s books, including what is on level but also age-appropriate for your child.
There are some great resources online for finding leveled readers your child will love:
- Find the right books that match your child’s Lexile measure.
- Check out the Accelerated Reader Book Finder if your child uses Accelerated Reading.
- Use the Scholastic Book Wizard to discover a book’s level or to find leveled recommendations.
2. How can I help my child improve their reading?
The short answer — encourage them to keep reading, whether they’re using books or online programs.
The more exposure they have to books, the better.
Just be sure to choose book topics that lineup with their interests. Does your second grader love dragons? Try a simple fantasy chapter book. Does your fourth grader adore lemurs? Look for children’s non-fiction books about the creatures of Madagascar. If it’s something they’re interested in, they’ll be excited to read and learn.
If it’s a struggle to get your child to pick up a book, don’t stress! There’s reading to be found everywhere. Instead of arguing over reading time, invite your child to play an online game. Role-playing games (and even those online mini-games) require a good amount of reading. Or choose educational language arts games like Prodigy English. Games keep learning fun, and when your child loves learning and reading, they’ll be set for life!
3. What should I do if my child is struggling with reading?
First off, take a deep breath. There is so much pressure on both kids and parents to be reading earlier and earlier. It’s okay if your kindergartener isn’t reading yet.
If your third grader is reading at a second grade level, they’ll catch up. Your primary role as a parent is to encourage them to keep trying, and keep their confidence and joy of reading top of mind.
To help encourage young or struggling readers, match them with books they are excited to read. Take them to your local library and let them choose the books that call to them.
If a book is beyond their level, but they just have to have it, let them enjoy it. It may be just the challenge they need, or they may simply enjoy the pictures. If it’s too tricky, let them know that you’re available to help. Your child is never too old to enjoy a read-aloud.
And don’t forget the reading that happens every day. Have them help you read the recipe for tonight’s dinner. Or ask them to show you their newest video game. Listen as they explain the characters and stories. Reading comprehension presents itself in a variety of ways outside of books and standardized testing.
Above all, remember your child is learning so much more than their reading level score can show. Reading levels can be a great tool, but they are not the only measure of your child’s reading ability. Follow your child’s lead, take the pressure off and watch them grow into reading in their own way.
Reading games and activities can help supplement coursework
Reading can be so much fun! It’s too easy to get caught up in grade levels, whether your child is “ahead” or “behind”. All of this can make us lose track of the magic a good story holds.
Bring some of that magic back with fun reading games and activities your kids will love. There are so many ways to read, explore and learn together.
Explore a fun, game-based learning adventure with Prodigy English. While kids play, they'll explore a world of their very own, gathering resources and earning rewards. Every skill-building question they answer gives them more energy to get creative and keep learning!
Sign up for a free parent account today to track and motivate their learning.
Reading analyst - reading levels.
CONTENT
- Group 1. Teaching the technique of semantic reading
- Beginner level (letter reading)
- Developing level (reading by syllable)
- Advanced level (reading in whole words and syllables with compound words)
- Free level (reading in whole words)
- Group 2. Development of reading competencies for subject education nine0006
- Weak level
- Training level
- Independent level
The "Reading Analyst" system makes it possible to assess the level of reading competence for two groups - the group for teaching the technique of semantic reading (Group 1) and the group for developing reading competence for subject education (Group 2).
Although we assume that the first group will most likely include elementary school students from grades 1 to 4, and the second group will include secondary school children from grades 5 to 7, we strongly recommend taking into account the individual characteristics of children: if a child elementary school reads very well, test his reading competencies on tests of the secondary school group, but if a child in the fifth grade reads with a lot of technical errors, it may make sense to check his competencies on tests for group 1 elementary school and then select texts for reading corresponding to its level.
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Below we offer brief descriptions of the levels that are determined during testing and evaluation of texts, and also give recommendations on the selection of texts for each level.
Group 1. Education of semantic reading technique
Description of the levels of competence of reading words. The reading speed is low, there is a recall of each letter separately. In some cases, there may be a breakdown in reading a word due to the large time interval between reading letters. Reading comprehension is limited to a word or phrase. The teacher's help is needed both in the name of the letters and their reduction into a word, and in keeping the attention on the text. Reading speed per minute - 10-15 words. nine0005
Recommendations for the selection of texts for the initial level of reading technique:
Texts of the initial level of reading technique are intended for mastering the reading skill from scratch and represent various types of alphabets and short texts necessary to consolidate the skill of recognizing and reading letters and short words.
The transfer of the plot is carried out by 2-3 sentences connected sequentially with each other.
Features of texts suitable for this level:
Short texts of 30 words are suitable for beginners, the length of words should not exceed 5–6 letters. It is good if as many words as possible correspond to the following features.
- Words of one or two syllables.
- Three-syllable words must be open syllable (e.g. white ). Stressed vowels must be at the beginning of a word.
- Words begin with a consonant
- Words end in consonant
Very short and simple texts are required for this level of reading. Such texts are not evaluated by the Reading Analyst system, but are selected independently.
Developing level (reading by syllable)
Description of the level
Reading by syllables, in difficult places - spelling. There are many errors such as omissions of syllables and words, substitutions of letters and syllables.
There is almost no orientation to punctuation, the intonation when reading does not correspond much to the content. Reading comprehension is low and fragmented. Reading speed is slow. There is a decrease in motivation to read when faced with difficulties. A teacher's help is needed to read words that have more than three syllables and have articulations of three consonants. Reading speed per minute - 35-50 words. nine0005
Recommendations for the selection of texts for the developing level of reading technique:
Texts for the developing level of reading technique are designed to strengthen reading skills, as well as for corrective work in the presence of difficulties in mastering it. May contain a short simple linear plot with a main character or main idea and a small number of secondary additional ideas. If necessary, the narrative can be divided into several small parts without compromising reading comprehension. nine0005
Features of texts suitable for this level:
Texts consisting of 70 words are suitable for the developing level, the length of words should not exceed 10 letters.
The text may contain words that have the following features:
- Words with one closed three-letter syllable
- One-syllable words and two-syllable words with a combination of consonants at the beginning of the word (for example: coward , hello )
- Stress on the first syllable in two-syllable words and on the second syllable in three-syllable words (for example: lamp, candy )
- Words of three syllables and four syllables (alternating vowels and consonants) (for example: steamboat , ran )
- Nominative, accusative, dative and prepositional words
- Sentences with simple syntax: definition, subject, predicate. (For example: The white bird has arrived. )
- Offers with 2 homogeneous members
- Offers with 3 homogeneous members
- Impersonal offers
- Compound sentences
- Personal verbs
- Introductory words
Texts that are suitable for this level of reading, the "Reading Analyst" system refers to texts for developing reading level .
Advanced level (reading in whole words and syllables with compound words)
Description of level
Whole-word reading of easy words can switch to syllable-by-syllable reading in case of occurrence of polysyllabic, difficult or infrequent words. When reading, there may be errors in the repetition of words and syllables, difficulties in understanding some parts of the text. There is unevenness in the speed of reading and the transfer of expressiveness. Need help reading obsolete words, words with more than 5-6 syllables and texts of 3 levels of complexity. The understanding of the text is adequate, but fragmentary, there is an assimilation of the general plot of the narration, but the details and secondary ideas are not fixed. Reading speed per minute - 65-75 words. nine0005
Recommendations for the selection of texts for advanced reading skills:
Texts for advanced reading skills can be used to introduce new knowledge and develop competence in meaningful reading, in particular, reading comprehension and formulating answers to questions about the text.
The narrative may contain several storylines or ideas, the number of secondary elements of the narrative may increase, but should remain within 5. The text should be divided into semantic parts. These texts can be offered to read for leisure reading to schoolchildren who have developed and fluent levels of reading technique. nine0005
Features of texts suitable for this level:
Texts of about 100 words are best for the advanced level, the length of words should not exceed 14 letters. The text may contain words with the following properties:
- Monosyllabic words with a combination of consonants at the end of the word (for example: scarf )
- Two-syllable words with a combination of consonants in the middle of the word (for example: srot ) nine0007 Three-syllable words with a combination of consonants at the beginning, middle or end of a word (for example: beauty, harness)
- Words of four or five syllables (alternating vowels and consonants) (for example: drawing)
- Adverbs
- Genitive and instrumental words
- Complex sentences, sentences with coordinating conjunctions and sentences with direct speech
- Reverse word order in a sentence.
(For example: Vasya came home late. - - The presence of cardinal numerals, pronominal adjectives and pronominal nouns
Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for advanced reading level.
Free level (reading in whole words)
Description of the level
Reading in whole words with a small number of errors in new terms, obsolete words or polysyllabic words, infrequently occurring words. Errors can be noticed by the reader and corrected. There is respect for intonation and expressiveness. Comprehension of the text is complete, answers to questions are detailed. The reader understands causal relationships, can predict linear events. Reading does not require the help of a teacher. Reading speed per minute - more than 100 words. nine0005
Recommendations for the selection of texts for the free level of reading technique:
Texts for the free level of reading technique are suitable for studying the subject and forming mental operations of analysis and forecasting when working with text, which are part of the reading competence.
The plot in the text may be non-linear with additional inclusions of secondary storylines or ideas. The story should be broken down into small semantic parts. For students with a free level of reading technique, to maintain motivation, the selection of texts includes the thematic interests of schoolchildren. Students can read such texts for pleasure. nine0005
Features of texts suitable for this level:
The free reading level allows you to read texts of 100 words, but words in the text can contain up to 18 letters. Words with the following parameters can be included in the text:
- Sentences with adversarial conjunctions
- Rarely used, obsolete words
- Foreign words
- The presence of participial phrases
Texts that are suitable in their parameters for this level of reading, the Reading Analyst system refers to texts for free reading .
Group 2. Development of reading competencies for subject training
Description of levels in the formation of reading competencies for subject training
Weak level
Reading level
It is difficult, no smooth, there are no smooth inaccuracies, mistakes.
Comprehension of the text occurs at a superficial level. Most often, there is just voice-over of the text. Can read light text independently. Reading more complex texts requires the help of an adult. Reading accuracy is below 85%, error rate is more than 20 words. He can correct 1 mistake out of 5 on his own. Reading speed is slow, there is no orientation to punctuation marks. Understanding is not adequate, fragmentary, there are errors in understanding both the text itself, and the subtext, and beyond the text. There is no way to generalize and use the information read. There are answers to factual questions like: Who? What? When? Where? How much? Is not it? nine0005
Recommendations for the selection of texts for a weak level of reading for subject teaching:
Texts suitable for a weak level are intended primarily for correcting reading skills and competencies, especially in cases where there are: a large number of errors, misunderstanding of what has been read, inability to answer factual questions.
For a weak level of reading competence, texts with the following properties are suitable for subject teaching:
- The text consists of 2-3 paragraphs.
- The text consists of short sentences without complex constructions and special language tools.
- There are no more than 3-4 terms in the text.
- The main idea is clear, simple, clearly formulated at the beginning of the text.
Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for a weak level of reading for subject teaching. nine0004
Educational level
Description of the level
Reading has an average level, which is reflected in errors in words and intonations when reading. There is smoothness, except for those moments when complex words and phrases occur. Reading flexibility and expressiveness are present when reading light texts. For more complex texts, adult assistance is required.
Understanding of the text is adequate, but fragmentary. You can meet errors in understanding subtext and overtext. The accuracy of reading technique exceeds 85%, the error rate is 1 in 20 words. Ability to correct your reading errors - 2 out of 5. Reading speed is average. Can use information from the text within a narrow framework, generalize and find causal relationships, which allows answering questions of evaluative and convergent types. (Why? How? How? What do you think?)
Recommendations for the selection of texts for the academic level of reading for subject education:
Texts suitable for the academic level are intended to introduce you to the topic of the academic subject, to start studying the topic. Texts of this level can be used to develop the technique of semantic reading, as well as to develop the skills of reproducing the content of the understood text and answering questions about it. In addition, students who experience some difficulty in reading can read such texts for pleasure, which helps to strengthen the motivation to read.
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Texts for the intermediate level should have the following characteristics:
- The text has a simple logical and semantic structure.
- The main idea of the text is clear and precise.
- The main idea of the text is located either at its beginning or at the end.
- Each paragraph is linked to the previous one by the corresponding means of communication.
- The volume of terms does not exceed 5–7 words.
Texts that are suitable in terms of their parameters for this reading level are classified by the Reading Analyst system as Reading level texts for subject teaching.
Independent level
Level description
Reading is easy. It is characterized by fluency, ease, a small number of errors, expressiveness. Able to discuss what has been read. The help of the teacher is not required when reading texts of any complexity.
The independent level of reading competence for subject education is characterized by the following student skills: complete (basic thoughts and details), precise (meanings of words are known), distinct (all linguistic ways of expressing meaning are known), deep (understanding of text, subtext, overtext, context) understanding of a rather long text, often containing conflicting information, from unfamiliar and unfamiliar subject areas.
Inaccuracies in one of the four parameters are allowed. The ability to determine the difficulties of reading and understanding the text, as well as the quality of one's reading and understanding of the text, analyzing the quality of full and short answers to questions. Positive and interested attitude towards free, abundant reading. nine0005
Recommendations for the selection of texts for the independent level of reading competence for subject education:
A text suitable for the independent level can be designed to deepen knowledge in a particular academic subject, it introduces a large number of facts and terms. In addition, texts of an independent level are suitable for the formation and development of mental operations of analysis and forecasting when working with text, as well as the ability to make annotations, questions, formulate full and short answers to them. nine0005
Texts suitable for independent reading competence for subject-specific learning are characterized by the following properties:
- The text contains the author's opinion, is emotionally colored.
- The structure of the text can be complex, complex, the main idea is read from the text and can be located anywhere in it.
- The text contains a problem that the reader formulates independently based on its content. nine0007 Understanding the text requires background knowledge hidden in the text.
Texts that are suitable for this level of reading, the system "Reading Analyst" refers to texts for independent reading level for subject teaching.
Levels of language proficiency according to the European system
(A1) - elementary
(A2) - below average
(B1) - average
(B2) - above average
(C1) - advanced
(C2) - professional level possessions
There are two main recognized English proficiency scales: International and European. The proposed table gives a description of each of the levels and shows the correspondence between the levels according to the International and European classification.
| European levels of levels | International levels of levels | Knowledge and skills at this level A1 | Beginner ( | You understand and can speak using familiar expressions to solve problems in everyday communication hotel, cafe, shop, on the street, using familiar expressions and simple phrases for everyday communication. You know how to read and translate simple texts, you can write simple letters (for example, congratulations on a holiday), fill out forms. You understand slow, clear speech, provided that the subject matter is familiar and familiar to you. nine0005 |
| A2 |
Below average (Pre-Intermediate) | You can talk about yourself, your family, profession, profession, and in the Khum, in the Khum. | ||
| B1 | Average (Intermediate) | You can understand what we are talking about in most radio and television programs about current events. You know how to express your own opinion, justify your views, retell the content of what you read or see, conduct personal and business correspondence of medium complexity, read adapted literature in a foreign language. | ||
| B2 | above the average (UPPER-IntERMEDITE) | You own the conversational language in various situations (from being) language. You can speak almost clearly and in detail on a wide range of issues, explain your point of view on an important issue, giving arguments for and against. | ||
| C1 | Advanced (Advanced) | You understand the difficult texts and you can identify the implicit values that are not prepared, it is possible without preparations, it is possible without preparations, it is possible without preparations, without preparations without preparations without preparations without preparations, without preparation in the choice of words to express their thoughts. Your speech is distinguished by a variety of linguistic means and the accuracy of their use in situations of everyday, educational or professional communication. You can write clear, logical, detailed messages on complex topics. nine0005 | ||
| C2 | Professional (Proficency) | You can freely understand any oral or written information, received from different oriented information, received from different oriented information present it in the form of a clearly reasoned coherent message. |
, season…). You understand the texts of advertisements, announcements at the airport, store, inscriptions on products, postcards, you know how to write personal and business letters. Read and retell not very difficult texts. 
You read non-adapted literature in a foreign language, you know how to retell the content of complex texts. nine0005 
You can express your thoughts fluently and clearly, even on complex issues, while conveying the subtlest shades of meaning. nine0005 More information about the European scale can be found on the website of the Council of Europe at (in English): http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp
(A1) – initial
According to the generally accepted method of teaching foreign languages, 4 types of speech activity develop at each level: Speaking, Reading, Listening and Writing. Chief among these is speaking, and it is to the goal of speaking fluently and correctly that all other learning is subordinated. Level A1 is the basics of a foreign language. Here they are introduced to the alphabet and the peculiarities of the pronunciation of sounds that have no analogues in our native language. They learn to understand foreign speech and speak within the framework of the studied vocabulary on certain topics. nine0005
(A2) - below average
Level A 2 is a kind of "key moment" in the life of a foreign language learner.
It is at this level that all the basic grammar is laid down that is necessary to keep a conversation on a certain topic, expressing one's opinion or requirement in a familiar context. You can forget about the expression “I understand, but I can’t say”. Of course, it is important how conscientiously you worked throughout this level of language learning, as well as what knowledge you had at the start. nine0005
(B1) - intermediate
B1 - this is the so-called "intermediate" level of language proficiency, but in fact this is already quite a decent level, allowing you to speak a foreign language quite fluently, discuss many professional and everyday topics, understand hearing almost everything said in a foreign language at a normal pace. Students understand what is being discussed in most radio and television programs, know how to express their own opinion, justify their views, retell the content of what they have read or seen, conduct personal and business correspondence of medium complexity, read literature in a foreign language.
This level of language proficiency allows you to take entrance exams to Russian universities and preparatory courses abroad. nine0005
(B2) - above average
B2 is not just an average level of foreign language proficiency, it is already a serious level of knowledge sufficient for foreign language communication in almost all areas of communication. Knowledge at level B2 is enough to live and communicate in a country where the studied language is considered the main one. Knowledge at this level is consolidated, systematized and expanded by more complex cases of using grammatical structures. At this stage of learning in each of the main activities (Speaking, Reading, Listening, Writing) in more detail. nine0005
(C1) - advanced
This is a serious level of knowledge of a foreign language, because it is the level C1 that graduates of the philological faculties of higher educational institutions of our country should master.
That is, for the most part, people who teach a foreign language as a foreign language speak it at an advanced level. At this level, a person already spontaneously (that is, without prior preparation) and relatively freely can verbally express his opinion on any topic, including narrowly focused ones. At the same time, he does not have difficulties using complex grammatical constructions and with a large number of synonyms that are used to reinforce his point of view with examples and so on. At this level of learning, the ability to speak about everything will develop, even if you do not know much about the topic of conversation, the main thing is not what you say, but how you say it. nine0005
(C2) - professional level
This is the highest level of foreign language proficiency New grammatical material at this stage of learning, students will not meet, since all the grammar was passed at the previous levels. Grammar is repeated and consolidated on the basis of thematic articles with a large content of specific vocabulary.
