Reading - Moderate Proficiency

Global Performance Descriptor

Learner can follow main ideas, key words and important details in a one-page (three to five paragraphs) plain language authentic prose and non-prose (formatted) text in moderately demanding contexts of language use.
Can locate three to five pieces of specific, detailed information in prose passages, charts and schedules for analysis, comparison and contrast.
Can read printed or legible handwritten notes, memos, letters, schedules and itineraries.
Can get new information about familiar topics from reading mostly factual texts with clear organization, and within familiar background knowledge and experience.
Language of the text is mostly concrete and factual, with some abstract, conceptual and technical vocabulary items, and may require low-level inference to comprehend it (e.g., learner may guess some new words by recognition of prefixes and suffixes).
Uses a concise unilingual ESL/EFL learner dictionary regularly.

Text is up to one page long and related to a personal or common experience, or a familiar context.
Text is legible, easy to read; is in print or neat handwriting.
Instructions are clear and explicit, for everyday situations, used with some visual clues, but not always presented in a step by step form.
Context is relevant and familiar.
Pictures occasionally accompany text.
Text has clear organizational structure.
Types of texts: forms, tables, schedules, directories, calendars, notices and announcements.
Text is three to five paragraphs long, with clear organization; is in printed or electronic form.
Passages are in plain language, with occasional idioms.
Language is mostly concrete and literal, but may also be abstract and technical.
Context and topic are often familiar; are sometimes related to personal experience; and are partly predictable to learner.
Text types: newspaper articles, educational/content materials, stories, encyclopedia entries.