The items measuring written comprehension are based on written texts, which vary in length and complexity depending on the target proficiency level. The texts serve as the foundation for the questions appearing in one or more items.
Each item in written comprehension includes:
Written Comprehension – Level 1
When texts or documents are very simple, one line or sentence long, and deal with concrete, familiar topics, level 1 readers can understand common words, everyday abbreviations and known names. They can understand, for example, the months of the year and words related to personal identity. They can make the link between words and common pictograms. They can also understand representations of time and different lettering or typeface.
Indicators
| WC-L1-1 | Understand commonly used words |
| WC-L1-3 | Generally recognize everyday words and known names of people and places |
| WC-L1-4 | Recognize the most common abbreviations |
| WC-L1-5 | Read and identify the months of the year |
| WC-L1-6 | Find elements related to personal identification on a very simple form (name, address, telephone number, signature) |
| WC-L1-8 | Associate an image or a pictogram with a written word referring to the immediate, predictable environment |
| WC-L1-10 | Recognize words even though they are written in different lettering or typeface |
| WC-L1-11 | Associate different representations of time |
Written Comprehension – Level 2
When texts or documents are very simple, a few sentences long, and deal with concrete, familiar topics, level 2 readers can understand and identify specific information. They can understand, for example, schedules, prices, weather forecasts and abbreviations for mass, volume and quantity. They can also understand numbers written out in full.
Indicators
| WC-L2-1 | Find important or relevant information on ordinary documents (a notice, simple schedule, invoice, receipt, cheque, identification section of a form) |
| WC-L2-2 | Choose a greeting card for someone for an event |
| WC-L2-3 | Recognize numbers written out in full |
| WC-L2-5 | Recognize words or expressions used in weather forecasts |
| WC-L2-7 | Associate abbreviations for mass, volume and quantity with the corresponding words |
Written Comprehension – Level 3
When texts or documents are simple, one paragraph long, and deal with concrete, familiar topics, level 3 readers can understand the gist of a message or a description. They can understand, for example, an advertisement or a film summary. They can also understand the function of linking words in a simple sentence.
Indicators
| WC-L3-1 |
Find factual information relevant to their needs in simple, informative documents Choose a film in a television guide on the basis of its description |
| WC-L3-2 | Understand the gist of advertisements on circulars and coupons |
| WC-L3-3 | Understand the gist of brief descriptions in simple texts containing one paragraph with simple sentences |
| WC-L3-5 |
Recognize the content and sequencing of simple instructions Recognize instructions given about school work |
| WC-L3-6 | Recognize the function of words in a simple sentence |
Written Comprehension – Level 4
When texts or documents are simple, a few paragraphs long, and deal with concrete, familiar topics, level 4 readers can find specific information, identify the order of the steps involved and answer general comprehension questions (who? what? when? where?). They can understand, for example, announcements and directions for use. They can also place events in time thanks to common time markers, and compare simple information of the same nature in order to make a choice.
Indicators
| WC-L4-1 |
Identify time markers (before, after, then, now) Place events in time (past, present, future) thanks to time markers |
| WC-L4-2 |
Grasp the sequence of steps in directions Follow directions on a label (how to use, how to preserve, first aid instructions) |
| WC-L4-3 |
Correctly answer general comprehension questions about messages containing two or three paragraphs with about ten sentences altogether (a news article, health report, note to parents from the school) Demonstrate their understanding of the basic elements of a news article (who wrote it? on what? when? where?) |
| WC-L4-4 |
Skim through a short text or simple document to find specific information Find explicit information in classified ads or on a menu |
| WC-L4-5 | Find some basic information in reference material (dictionaries, conjugation tables) |
| WC-L4-7 | Find and compare several facts of the same nature in a short, simple text in order to make a choice |
| WC-L4-8 | Read written messages in any lettering, including in attached lettering |
Written Comprehension – Level 5
When texts or documents, a few paragraphs long, deal with concrete topics, level 5 readers can find the main information. They can understand, for example, a news article or short biography. They can also group together information provided in a document in order to answer questions and situate events in time thanks to the verb tenses.
Indicators
| WC-L5-1 | Place the text in time using time markers and certain inflections |
| WC-L5-2 | Identify information in a news article or informative text containing two or three paragraphs with about ten sentences altogether |
| WC-L5-4 | Demonstrate their understanding by associating information in a text |
| WC-L5-5 |
Find relevant information in a notice two or three paragraphs long Select specific, relevant information in a publication |
Written Comprehension – Level 6
When texts, one or two pages long, deal with familiar topics, level 6 readers can understand all the main information. They can understand, for example, a letter or an article on a place to visit. They can also understand complex sentences, cohesion markers, and the link between the paragraphs.
Indicators
| WC-L6-1 | Identify all the pertinent information (including the whys and wherefores) in a one-page letter or news article |
| WC-L6-2 | Infer the link between paragraphs |
| WC-L6-3 | Identify certain cohesion markers in a text (pronoun references, lexical substitution, repetition) |
| WC-L6-4 | Demonstrate their comprehension of a text made up of complex sentences that contain common relationship markers |
Written Comprehension – Level 7
When texts a few pages long deal with familiar topics or subjects of general interest, level 7 readers can recognize the primary and secondary information. They can understand columns or editorials, for example. They can differentiate fact from opinion and predict the next step in a text or the conclusion, if it is not given. They can also understand the meaning of a word thanks to its prefix or suffix.
Indicators
| WC-L7-1 | Recognize the main idea and secondary ideas in a text |
| WC-L7-4 | Differentiate fact from opinion in an editorial or column |
| WC-L7-5 | Predict information or a subsequent step in a factual text |
| WC-L7-6 | Distinguish the meaning of a word or a nuance according to the prefix or suffix |
Written Comprehension – Level 8
When texts a few pages long deal with topics of general interest, level 8 readers can understand the main ideas. They can read, for example, an opinion text or articles on training, employment or their field of study. They can also explain an opinion and differences in points of view between two documents.
Indicators
| WC-L8-1 | Identify the main ideas in an opinion article |
| WC-L8-3 | Read magazine articles on training and employment |
| WC-L8-5 |
Understand the main ideas (in an opinion text) Explain differences in points of view between two documents |
| WC-L8-6 | Understand all the information in a general interest text (article on training, employment or their field of study) |
Written Comprehension – Level 9
When texts are complex and contain varied and sometimes abstract vocabulary, level 9 readers can understand the general meaning and details, even if some sentences are complex. They can understand, for example, scientific articles and the links developed. They can also follow the author’s arguments and understand linking words.
Indicators
| WC-L9-1 |
Recount the author’s arguments outlined in an editorial or a column Identify the author’s position expressed in an editorial or a column |
| WC-L9-2 | Grasp the meaning of a text even if the grammatical structures are complex |
| WC-L9-4 | Recognize the function of linking words in a text |
| WC-L9-8 | Understand the meaning of a text with varied vocabulary |
| WC-L9-9 | Identify the purpose and general idea of an elaborate text containing complex sentences, as well as pinpoint some details |
Written Comprehension – Level 10
When texts are complex and contain varied, specialized or abstract vocabulary, level 10 readers can understand various documents in a general and often detailed manner, even if some elements are ambiguous. They can understand and summarize, for example, popular novels, research reports and briefs. They can also distinguish registers and understand the tone of a text as well as links expressing cause, intention, time and consequence.
Indicators
| WC-L10-2 | Follow most types of text without losing sight of the main theme, even if some of the content is unfamiliar or ambiguous |
| WC-L10-3 | Recognize words and expressions from different registers |
| WC-L10-4 | Recognize adjectives, adverbs and other words that convey tone (irony, humor, sarcasm, criticism) |
| WC-L10-6 | Grasp the author’s intentions, some of which may be implicit |
| WC-L10-7 | Summarize a text in a relevant manner |
| WC-L10-8 | Distinguish the links of cause, intention, time and consequence, expressed by the most common subordinating words |
| WC-L10-9 | Efficiently read different types of complex texts containing specialized vocabulary, for work or school |