Reading: Levels E, M, D, and A Study Guide for the TABE Test

Integration of Knowledge and Ideas (L, E, M, D, A)

Percentage of Test Level Specifically Assessing These Skills (— = Assumed)

Reading is great, but only if you can do something with it to make it meaningful to your brain. As you read, your brain is looking to make connections and to integrate knowledge and experience you already have to what you are reading now. Past experiences with other texts, ideas gleaned from previous reading, understanding of particular words and their impact—all of these things are being considered and weighed by your brain to help you make sense of whatever you are currently reading. Your brain is pulling information it has already gathered and locked away and applying it to this new text to help make meaning.

Using the Text

Effective readers use all parts of the text to help them make meaning. This means looking for illustrations, examples, graphics, headings, and other text features that are included to help explain the key ideas of the text. It’s important not to overlook these elements but to consider why they were included and what they add to the overall message from the author. They may provide examples or support intended to help a reader better understand the topic and the author’s claim.

Illustrations

In addition to visual additions to a text, like a photograph or drawing, illustrations also refer to examples and anecdotes included within the body of the text. They are specific examples designed to serve as evidence and support of an author’s claim.

Graphs

Graphic information requires identifying and disassembling several different pieces. It includes a wide variety of graphs and charts: bar graphs, pie charts, line graphs, plot lines, tables, charts, and graphic organizers. These graphs and charts contain elements such as titles, labels, lines, and bars.

When looking at graphic information, first look at the title. The title identifies the purpose and focus of the graph. Next, look at the labels. In a bar or line graph, for instance, there are typically two labels: one for the vertical line and one for the horizontal line. Matching up these lines will deliver the graph’s information.

In a graph without two lines, such as a pie graph, look at the sections of the graph. This type of graph likely delivers percentage or other numeric information.

Other Information

Depending on the text, there may be other information and textual elements to consider. In a history textbook, for example, a reader may encounter a timeline. In an article about a research study, there may be tables to show findings of the research that was conducted. Workplace documents may have flow charts to explain the organizational structure of a company. Considering all the information presented, whether visually, orally, or quantitatively through images or graphics, will help the reader better understand the text in which these things appear.

Details

Finding the answer in the details of a passage requires several steps. To begin, read the question thoroughly and identify what is needed. From there, skim through the passage in question, keeping an eye out for key words related to the question. After you have identified key words, eliminate unnecessary or irrelevant information. Finally, take the information found and answer the question to the best of your ability.

The Author’s Reasoning

Not all authors use information in the same way. Some may make claims which seem to be supported by evidence, but when that evidence is more closely examined, it may not be what it appeared to be. Readers must evaluate the author’s reasoning and question whether it is reliable, factual information that supports the position or whether it is somehow being twisted, manipulated, or changed to meet the author’s needs.

Evaluating the Text

Using the elements of the text, evaluate it to determine its effectiveness. Did the author achieve their purpose? Did they consider their audience in terms of language level, tone, and word choice? Examine not only what a text says, but how the author says it to determine its credibility and reliability.

Sound Reasoning

One of the most important things an author needs to do is to build credibility with their reader. This means the author must use sound reasoning and arguments that “pass the sniff test” and prove to be trustworthy, accurate, fair, and reasonable. If the author makes claims and then provides weak reasons as evidence in support, the reader is not going to find the author believable and will dismiss the author’s argument or claim, which means the author has failed.

Relevant and Sufficient Evidence

In addition to being sound or trustworthy or credible, the evidence an author uses must be relevant and applicable to the topic being discussed and there must be enough of it to prove the point. Evidence or examples that don’t have a strong connection to the author’s claim or that weakly support it is not going to convince the reader of that claim’s validity or importance. If there’s not enough evidence or support, the reader may also question the acceptability of the author’s argument or claim. They may not be convinced.

False Statements and Fallacious Reasoning

Some authors purposely deceive or mislead their readers. They include false statements that they try to pass off as true, hoping their reader won’t question them too much or think too much about them. They may also use fallacious reasoning, or arguments that are faulty or invalid when really put to the test. Critical readers must question the evidence used by the authors of the texts they read and be on the lookout for false statements or invalid claims backed up by bogus evidence.