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While young children display a wide distribution of reading skills, each level is tentatively associated with a school grade. Some schools adopt target reading levels for their pupils. This is the grade-level equivalence chart recommended by Fountas & Pinnell. [4] [5]
The Coleman–Liau index is a readability test designed by Meri Coleman and T. L. Liau to gauge the understandability of a text. Like the Flesch–Kincaid Grade Level, Gunning fog index, SMOG index, and Automated Readability Index, its output approximates the U.S. grade level thought necessary to comprehend the text.
The automated readability index (ARI) is a readability test for English texts, designed to gauge the understandability of a text. Like the Flesch–Kincaid grade level, Gunning fog index, SMOG index, Fry readability formula, and Coleman–Liau index, it produces an approximate representation of the US grade level needed to comprehend the text.
Some high schools, to reflect the varying skill required for different course levels, will give higher numerical grades for difficult courses, often referred to as a weighted GPA. For example, two common conversion systems used in honors and Advanced Placement courses are: A = 5 or 4.5; B = 4 or 3.5 [5] C = 3 or 2.5; D = 2 or 1.5; F = 0 [19]
The following standardized tests are designed and/or administered by state education agencies and/or local school districts in order to measure academic achievement across multiple grade levels in elementary, middle and senior high school, as well as for high school graduation examinations to measure proficiency for high school graduation.
Guided Reading is usually a daily activity in English and Welsh primary school classrooms and it involves every child in a class over the course of a week. In the United States, Guided Reading can take place at both the primary and intermediate levels. Each Guided Reading group meets with the teacher several times throughout a given week.
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