This presentation illustrates the differences in levels of reading in secondary context.

1. A close look at reading…
A guide to high level reading skills

2. Reading develops over our lifetime
• It is not binary e.g. you can or you can’t
• It requires different skills for different purposes
• Written information gets increasingly complex and nuanced

5. Algebraic Modeling and Performance
Evaluation of Business Processes
Abstract
An algebraic approach to the modeling and performance evaluation of
business processes is developed based on fork-join queueing network
formalism and idempotent algebra. As an illustration, a model of
computer system security operation is considered. We introduce a
related performance measure, and show how it may be used to analysis
of actual systems.

6. To the Lighthouse- Virginia Woolf
2
So with the lamps all put out, the moon sunk, and a thin rain drumming on the roof a
downpouring of immense darkness began. Nothing, it seemed, could survive the flood, the
profusion of darkness which, creeping in at keyholes and crevices, stole round window
blinds, came into bedrooms, swallowed up here a jug and basin, there a bowl of red and
yellow dahlias, there the sharp edges and firm bulk of a chest of drawers. Not only was
furniture confounded; there was scarcely anything left of body or mind by which one could
say, “This is he” or “This is she.” Sometimes a hand was raised as if to clutch something or
ward off something, or somebody groaned, or somebody laughed aloud as if sharing a joke
with nothingness.

7. Reading at year 10
• Confident in reading everyday texts for meaning
• Performing deeper comprehensions strategies such as:
• Making inferences
• Reflecting on texts
• Drawing connections between texts
• Exposure to higher density academic texts

8. Levels of Reading
• Retrieving Directly stated information
• Interpreting Explicit Information
• Interpreting implied information
• Reflecting on texts

9. Levels of Reading
• Retrieving Directly stated information- 51.6%
• Interpreting Explicit Information- 38.4%
• Interpreting implied information- 43.3%
• Reflecting on texts- 41.4%
1003 PAT-R Results October 2022

10. Identifying
Specific parts of
the text
Identifying
Circumstances
across multiple
texts
Forming
connections that
justify conclusions
that are not in the
texts
Information
Retrieval
Explicit
Understanding
Inference
C Level
B Level
A Level
Skill 1: Drawing connections across texts

11. Michele Brown- The key facts
• Was walking from FoodPlus to Train Station
• Arranged for Mum to pick her up at 8pm at the train station
• Mum arrived but Michele wasn’t there (later found dead)
• Taxi witness saw matching description of Michele between 8pm and 9pm
• Resident heard screams after 9pm

12. Assessing Reading Skills
C Level B Level A Level
DOES Recounts information from
within the text
DOESN’T consider influence of
other texts
Paraphrases information
DOES Make connections between
the circumstances across texts
DOESN’T make inferential
conclusions to justify connections
Synthesises information
DOES Make connection across
and beyond the texts
DOES infer information that can’t
be found in the texts alone
Analyses Information