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What are the reading levels


Understanding Reading Levels & How They Are Assessed | Prodigy

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.

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A Guide for Parents and Teachers

As a child starts school and begins learning to read, parents are likely to hear the term “reading level.” A teacher might share that a student is reading at, above, or below level. They may also provide specific numbers, like 440L or GR J. Parents can find all this confusing, so we’ve put together this simple guide for teachers to share as they discuss what reading levels mean for their students.

What are reading levels?

Source: Scholastic

Reading levels are a way of determining the reading skills a student already has. They measure a child’s reading comprehension and fluency, using a variety of factors like phoneme awareness, decoding, vocabulary, and more. Teachers use reading levels to understand what a student knows and what they need to work on. They might also be used to assemble kids into small reading groups.

Many children’s book publishers indicate reading levels on their books, so parents and kids can quickly find options to suit their needs. Choosing the right reading level can be key for many children. If the book they try to read is too difficult for them, they may give up. On the other hand, reading books that are too easy won’t challenge them to build their skills.

Suggestions, Not Rules

It’s extremely important to remember a few things about these levels. First of all, in some cases, the score evaluates the ease of reading of a book, but not the content. For instance, a book like Alice Walker’s The Color Purple earns a 4.0 score on the AR/ATOS scale, indicating it’s written at a fourth grade level. However, most people would agree that the content of this book isn’t right for fourth graders. In fact, this type of book is what’s known as “high-low,” meaning the content and interest level is meant for higher-grade students, while the readability score is low enough that less-skilled readers will find it within their range. (Learn more about high-low books here.)

So while level numbers can be helpful, they aren’t the only indicator you should use when choosing a book. In fact, many teachers caution against using levels to limit kids’ reading choices. If a child is willing to tackle a more difficult book because the subject matter interests them, go ahead and let them! On the other hand, if they want to reread old favorites just for fun, that’s great too. The most important thing is to get students reading, whenever and however possible.

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How To Determine Reading Levels

Source: The Groovy Teacher on Twitter

Schools give reading assessments one or more times each year. These assessments measure a student’s reading level based on one of several available systems. Each system has its own formula for determining a score, and your child might even be given a score in several different reading level systems.

Below are some of the most common systems you’ll find in schools, districts, and libraries. Every leveled book has a different score in each system, and you can find equivalency charts online to help you compare the various scores. Note that there are many systems out there, with different companies and publishers often designing their own. These basic four will cover most schools and students, though.

Lexile® Reading Levels

Lexile® is one of the most common reading level systems. These levels are indicated by a number followed by the capital letter L. They range from 10L for brand-new readers to 2000L and above for advanced readers. The first digit of the score roughly corresponds with grade level, so a book rated 370 would be appropriate for most third graders. When looking for “just right books” for Lexile levels, aim for those that are rated 100L below to 50L above your child’s current score.

Example Lexile measures include:

  • David Goes to School: 210L
  • Judy Moody and the Bad Luck Charm: 470L
  • The Lightning Thief (Percy Jackson): 680L
  • The Hobbit: 1000L

Guided Reading Levels (Fountas and Pinnell)

The GRL reading level system was developed by two Ohio State University professors, Irene Fountas and Gay Su Pinnell. You might hear it referred to by either of these names or by the abbreviation GRL. In recent years, this system has faced controversy as one of its core theories has been disproved by cognitive scientists. (Learn more about this dispute here.) Still, many schools and publishers continue to use the system, which grades books with letters from A (early readers) to Z+ (advanced). Choose books at the same letter level or one above to match kids with the best choices for their abilities.

Example GRL scores include:

  • David Goes to School: GR Level G
  • Judy Moody and the Bad Luck Charm: GR Level M
  • The Lightning Thief (Percy Jackson): GR Level W
  • The Hobbit: GR Level Z

ATOS/AR Reading Levels

The Accelerated Reader level is also called the ATOS score. This system analyzes the average sentence and word length, the vocabulary grade level, and the number of words in a book. Books are scored using an X.X format, where the first number indicates the grade level (0 = kindergarten), and the second indicates the approximate month of that level. For instance, a score of 5.4 would indicate the book should readable for a student in the fourth month of fifth grade.

Example AR scores include:

  • David Goes to School: ATOS/AR 0.9
  • Judy Moody and the Bad Luck Charm: ATOS/AR 3.1
  • The Lightning Thief (Percy Jackson): ATOS/AR 4. 7
  • The Hobbit: ATOS/AR 6.6

DRA Reading Levels

The Developmental Reading Assessment (DRA) tests various reading skills like phonemic awareness, phonics, and fluency. Student scores can range from A1 (for beginners) to 80 (advanced). Choose books at or slightly above a child’s DRA level to challenge them just enough, but not too much to frustrate them.

Example DRA scores include:

  • David Goes to School: DRA 12
  • Judy Moody and the Bad Luck Charm: DRA 24
  • The Lightning Thief (Percy Jackson): DRA 60
  • The Hobbit: DRA 70

Still have more questions about reading levels? Drop by the WeAreTeachers HELPLINE group on Facebook to chat and ask for advice.

Plus, check out What Is the Science of Reading?

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
    • Weak level
    • Training level
    • Independent level

Reading levels offered on the website "Analyst of Reading" were developed within the framework of the pedagogical project "Program of Supportive Reading", author O.M. Lezin.

The "Reading Analyst" system makes it possible to assess the level of reading competencies 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 primary 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.

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. Learning by the technique of semantic reading

Description of the levels of competence of reading in the process of teaching the technique of semantic reading

The initial level (Ilky reading)

Description of level 9000

Reading with subsequent repetitions of letters with subsequent letters 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.

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.

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.

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.

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.

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 that have 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 a word (for example: sever )
  • 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 an advanced level of reading.

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.

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.

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 level .

Group 2. Development of reading competencies for subject learning

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 many? Is not it?

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 in their parameters for this level of reading, the "Reading Analyst" system refers to texts for a weak reading level for subject teaching.

Academic 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.

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 texts for the academic level of reading 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.

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.

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.
  • Understanding the text requires background knowledge hidden in the text.

Texts that are suitable in their parameters for this reading level are classified by the Reading Analyst system as texts for independent reading level for subject teaching.

Reading and learning levels. Speed ​​reading. How to remember more by reading 8 times faster

Levels of reading and learning. Speed ​​reading. How to remember more by reading 8 times faster

WikiReading

Speed ​​reading. How to remember more by reading 8 times faster
Kamp Peter

Contents

Reading and learning levels

In this section, we'll look at a way to work with background information and tutorials that you might find useful. Decide in advance or as early as possible during reading, what level of data you want to get from the book.

The first level of information extraction for any material will be its main idea, or main idea, or essence. Of course, if that's all you need, a good preview of all the text is enough.

The next level is to understand the main idea of ​​each chapter or section of the book. The third is to do the same for all subsections within chapters, etc. It is extremely rare that you will need the fifth level of information extraction - remembering it. First-year medical students undoubtedly spend a lot of time learning how to extract information at this level. It is very difficult to read at high speed when you have such a time-consuming task in front of you. However, a diligent student can usually cut the learning time in half by becoming well versed in speed reading skills and effective teaching techniques.

Levels of information extraction when reading

1. The main idea, or the main idea of ​​the book.

2. The main idea of ​​each chapter.

3. The main idea of ​​each subsection within the chapter.

4. Main ideas of most paragraphs.

5. Details of each paragraph (memorization).

It must be understood that a very important level of extracting information from a book becomes simply knowing what topics are covered in it, in other words, to understand whether the material contains the information that you are looking for on a particular topic. You cannot learn everything you read, nor can anyone expect you to. In setting goals for any reading, part of your job is to determine whether you want to learn something from this material or just to find out what information is contained in the book.

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