Able to derive meaning from a variety of texts. Usually inexperienced in a.) challenging the writer's claims, evidence, or ideas, or b.) critiquing a text for style, logic, organization, etc. Expects or settles on a single interpretation of the text. Sees most text as unrelated to life outside of school. May express frustration with density of course texts. Frequently abandons the reading of books, even those he or she has ostensibly chosen. Strategies include the use of non-print media to collect information and a reliance on others for interpretations of text. Unfamiliar with common text organizers, e.g., headings, index. May define him or herself as one who does not read.
Can read assigned course texts with preparation and support of visual and/or auditory supplement, e.g., graphics, listening to oral readings. Usually reads to fulfill assignments or for purposes outside of school rather than for pleasure. Strategies for getting course information include media other than text, e.g., film or tapes; collaboration with peers to construct meaning in text; unconscious use of advance organizers and genre schemas. Can apply prior experience to some aspects of stories, bio-graphies and/or current events but may be unable to relate his or her own past experience to more abstract ideas presented without context or "hands-on" application.
Has some favorite kinds of reading. but may be inhibited in sharing personal interpretations with others. With preparation and support, can read aloud expressively. Knows the characteristics of a few genre. May rely on only a few strategies to construct meaning but shows a willingness to persist with some difficult texts. Makes associations between texts and personal experience. Can explain the way particular texts are organized to help the reader derive meaning. Becoming aware, in interpreting texts, of the influence of their contexts, i.e., period of time, subject, gender/status of author. Developing skill in using text ideas and challenging text assertions.
Acknowledges the potential of texts to provoke multiple valid interpretations. Uses print conventions (punctuation, head-ings, index) to construct meaning in text. Assesses him or herself as an effective reader of particular genres and can provide convincing evidence of same. Has strategies for unlocking difficult text, including the sharing of initial interpretations with others. Able to evaluate information from multiple sources, e.g., texts and personal experiences. Able to explain contradictory inter-pretations and previously held misconceptions. Brings outside reading to bear on course work. Selects books for pleasure reading and for use in problem solving. Can manage the reading of long texts outside of class.
Reads avidly. Travels back and forth easily across the continuum of reading purposes: from reading for information to reading in order to enhance personal experience. Can discuss text interpretations tentatively, ready to modify and deepen initial impressions. Can elaborate on connections he or she is making with text and present convincing reasons as to why they add to personal understanding. Is able to weigh and compare relative strength and weakness, style, structure, credibility, or aesthetics of given and self-selected texts. Can explain, orally and/or in writing, the significance of the social, cultural or political history of a text. Reads aloud fluently, with appropriate expression.
Reading Scale 1 | Reading Scale 2
Reprinted by permission of the Learning Record.