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Assessment Strategies and Reading Profiles

Comparison of the ASE Group Profiles

Silent Reading GE 9-12

Acronyms and Abbreviations

ABE = Adult Basic Education

ARCS = Adult Reading Components Study

GE = Grade Equivalent

GED = General Educational Development Test

NNSE = Non-native Speakers of English

NSE = Native Speakers of English

All members of Profiles 1-3 have Silent Reading Comprehension scores between GE 9 and 12. This page compares these profiles using the information presented in the line graph and tables below. Both the line graph and the table beneath it present the average scores of Profiles 1-3.

A line graph displaying the average scores for Profiles 1-3. This information is also represented in the table below.

Reading Component Profile 1 Profile2 Profile3
   Word Recognition 11.3 10.3 6.9
   Spelling 8.5 9.8 4.7
   Word Meaning
10.2 6.1 7.1
   Silent Reading 11.5 11.1 10.9
   Oral Reading Rate 151 wpm 139 wpm 129 wpm

If you look only at the average Silent Reading Comprehension scores for the three profiles, you might think that all readers in these profiles are ready to "graduate" from ABE classes. However, this is the case only for Profile 1 (blue) learners. Yes, they need more systematic instruction in Spelling, but their other component skills are high enough to take them beyond ABE classes.

Learners in Profile 2 (red) and Profile 3 (green) have a ways to go. Native Speakers of English (NSE) as well as Non-native Speakers of English (NNSE) in Profile 2 need a big boost in their vocabulary knowledge.

Profile 3 has the same shape as Profile 1 but at several GEs lower. Profile 3's Silent Reading Comprehension average (10.9) is the lowest in this 9-12 group. This profile looks more like one of a pre-GED rather than a GED class. Their Silent Reading Comprehension score doesn't tell the whole story; they need strengthening in all components.

The key background information given below also shows some significant differences among the three profiles. Profile 1 and Profile 2 have similar background pictures. Profile 2 has the most NNES learners but most NNES learners in the ARCS do not report having had reading development problems in their native language.

Profile 3 stands apart from 1 and 2 with more learners having had reading problems and having had them at the initial stage of reading development. They are older, and more have a family history of reading difficulties; they show a typical dyslexic profile of lower decoding than Meaning Skills.

Some Key Background Information
Profile Average Age K-12 Reading Problems Reading Problems Manifested Early, Grades 1-3 Others in Family Had Trouble With Reading Hearing Problems
1 28 27% 21% 21% 5%
2 25 10% 9% 29% 3%
3 35 48% 29% 40% 21%