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Assessment Strategies and Reading Profiles

Comparison of the Low Intermediate Group Profiles

Silent Reading GE 4-5.9

Acronyms and Abbreviations

GE = Grade Equivalent

NNSE = Non-native Speakers of English

NSE = Native Speakers of English

WPM = Words per Minute

Members of Profiles 7-9 have Silent Reading Comprehension scores between GE 4 and 5.9. Notice that the ASRP places Profile 9 in the Low Intermediate Group. However, in terms of the National Reporting System (NRS), their mean (average) Silent Reading Score of GE 3.9 would place them at the upper limit of the Beginning Adult Basic Education Level, which ranges from GE 2 to GE 3.9.  Profile 9 learners are "on the cusp" between the NRS Beginning and Low Intermediate Levels.  This disparity in terminology occurs because the ASRP profiles were developed just prior to the implementation of NRS levels in 2000.  In any event, whether learners in Profile 9 are called "Adult Basic Education" or "Low Intermediate" doesn’t change their profile of strengths and needs or the instructional suggestions that flow from their profile. 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 7-9.

A line graph displaying the average scores for Profiles 7-9. This information is also represented in the table below.

Reading Component Profile 7 Profile 8 Profile 9
   Word Recognition 8.0 4.0 3.5
   Spelling 6.1 3.3 3.1
   Word Meaning
4.0 6.4 2.5
   Silent Reading 4.3 4.1 3.9
   Oral Reading Rate 119 wpm 115 wpm 118 wpm

Profile 7 (blue) and Profile 8 (red) have opposite strengths; Profile 7 has stronger print than Meaning Skills while Profile 8 readers show their strength to be the opposite - stronger meaning (Word Meaning) than print abilities.

Profile 7 has a large number of Non-native Speakers of English (NNSE) which accounts for the lower Word Meaning average. NNSE have fewer words and may not know them in isolation well enough to express their meanings but may understand them in supporting connected text. Because they have moderately strong decoding skills, we can expect this group to progress well. They have the tools to decode words and will be able to read more advanced text if they receive vocabulary and comprehension strategy instruction.

Profile 8 is 75% Native Speakers of English (NSE). Although they know the meanings of words in intermediate level text, they do not know how to decode them. They need much more instruction and practice in Word Analysis and Word Recognition.

Profile 9 (green), at lower GEs, has a similar shape to Profile 7 but it does not have the big difference between print and Meaning Skills as seen in Profile 7. They are low across all components.

The background information for each profile given below supports the test scores seen in the graph above. Readers in the two profiles with the poorest print skills, 8 and 9, give histories of reading problems in K-12 with a very large percentage reporting trouble with initial reading acquisition. They also report a greater number of family members who have had reading problems.

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
7 34 36% 27% 22% 9%
8 37 70% 37% 40% 16%
9 34 45% 28% 26% 4%