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Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Specific skills can be easily targeted, tested, and remediated. Those with very controlled vocabulary usage may ease difficulties for beginner or weak readers. Students who are reading below grade level will receive some benefits from using the on-level basal. The exposure will prepare them for state testing.
The placement test uses the same task types as Cambridge English: Young Learners and covers listening, reading and writing skills. The placement test is computer adaptive. It becomes progressively easier or more difficult based on the student's responses, assessing the entire spectrum of language ability from CEFR level pre A1 to level A2.
Topic 3 – Language skills: reading, listening, speaking and writing. Topic 3 has five syllabus content points: 3.1 Reading (basic concepts and terminology, purposes, decoding meaning and potential barriers); 3.2 Listening (basic concepts and terminology, purposes, features, potential barriers)
Cambridge Assessment English or Cambridge English develops and produces Cambridge English Qualifications and the International English Language Testing System ().The organisation contributed to the development of the Common European Framework of Reference for Languages (CEFR), the standard used around the world to benchmark language skills, [2] and its qualifications and tests are aligned with ...
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