Guia tofol

TOEFL iBT Performance Feedback for Test Takers
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Reading Skills

LeVeL

HigH (22 – 30)
Test takers who receive a score at the HigH level, as you did, typically understand academic texts in English that require a wide range of reading abilities regardless of the difficulty of the texts. Test takers who score at the HigH level, typically:

YoUr PerFormanCe

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have a very goodcommand of academic vocabulary and grammatical structure; can understand and connect information, make appropriate inferences and synthesize ideas, even when the text is conceptually dense and the language is complex; can recognize the expository organization of a text and the role that specific information serves within the larger text, even when the text is conceptually dense; and can abstract majorideas from a text, even when the text is conceptually dense and contains complex language.

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Read as much and as often as possible. Make sure to include academic texts on a variety of topics written in different genres and with different degrees of conceptual density as part of your reading.
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Read major newspapers, such as The New York Times or Science Times, and websites(National Public Radio [NPR] or the BBC). Write summaries of texts, making sure they incorporate the organizational pattern of the originals.

adViCe For imProVement
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Continually expand your vocabulary. Continually practice using new words you encounter in your reading. This will help you remember both the meaning and correct usage of the new words.

TOEFL iBT Performance Feedback forTest Takers

intermediate (15 – 21)
Test takers who receive a score at the intermediate level, as you did, typically understand academic texts in English that require a wide range of reading abilities, although their understanding of certain parts of the texts is limited. Test takers who receive a score at the intermediate level typically:
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Low (0 – 14)
Test takers who receive a score atthe Low level, as you did, typically understand some of the information presented in academic texts in English that require a wide range of reading abilities, but their understanding is limited. Test takers who receive a score at the Low level typically:
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have a good command of common academic vocabulary, but still have some difficulty with high-level vocabulary; have a very good understandingof grammatical structure; can understand and connect information, make appropriate inferences, and synthesize information in a range of texts, but have more difficulty when the vocabulary is high level and the text is conceptually dense; can recognize the expository organization of a text and the role that specific information serves within a larger text, but have some difficulty when these arenot explicit or easy to infer from the text; and can abstract major ideas from a text, but have more difficulty doing so when the text is conceptually dense.

have a command of basic academic vocabulary, but their understanding of less common vocabulary is inconsistent; have limited ability to understand and connect information, have difficulty recognizing paraphrases of text information, andoften rely on particular words and phrases rather than a complete understanding of the text; have difficulty identifying the author’s purpose, except when that purpose is explicitly stated in the text or easy to infer from the text; and can sometimes recognize major ideas from a text when the information is clearly presented, memorable or illustrated by examples, but have difficulty doing so when thetext is more demanding.

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Read as much and as often as possible. Study the organization of academic texts and overall structure of reading passages. Read an entire passage from beginning to end.
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Read as much and as often as possible. Develop a system for recording unfamiliar words.
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Pay attention to the relationship between the main ideas and the...