Learning Support Reading Competencies

Learning Support Competencies for Reading:

The Tennessee Board of Regents system has identified two competencies for its Reading programs. They are identified in the table below:

	FIRST COMPETENCY MASTERY POINT FOR LEARNING SUPPORT IN READING * The student will successfully demonstrate mastery of the following skills and strategies when reading and studying uncomplicated† early high school level passages (readability of 9-10^th grade)	EXIT COMPETENCY MASTERY POINT FOR LEARNING SUPPORT IN READING The student will successfully demonstrate mastery of the following skills and strategies when reading and studying uncomplicated† college entry-level passages.
Main Ideas	Identify clear main ideas or purpose.	Identify and infer main ideas or purpose.
Supporting Details	Locate basic facts that are clearly stated. Summarize basic ideas and events.	Locate important details. Summarize basic ideas and events.
Organization/ Relationships	Determine when events occurred. Identify clear cause-effect relationships. Identify similarities and differences between people, ideas, and events.	Order simple sequences of events. Identify clear cause-effect relationships. Identify similarities and differences between people, ideas, and events.
Vocabulary Development	Use context to understand words and phrases, including basic figurative language.	Use context to understand literal and figurative language.
Critical Reading/ Logic	Draw simple generalizations and conclusions about people, ideas, and so on. Distinguish fact from opinion. Demonstrate the ability to comprehend, apply, analyze, synthesize and evaluate information and ideas from text.	Draw generalizations and conclusions about people, ideas, and so on. Distinguish fact from opinion; evaluate assertion and evidence. Demonstrate the ability to comprehend, apply, analyze, synthesize and evaluate information and ideas from text.
Strategic Reading	Demonstrate the use of cognitive reading process elements to aid comprehension and memory, such as activating, integrating, and building background knowledge; using visual and other sensory images; and developing emotional connections to text. Demonstrate appropriate adjustment of reading method and rate according to difficulty of text and purpose for reading. Create effective study guides (maps, outlines, summaries, etc.) that incorporate understanding texts’ of main ideas, supporting details, and organizational patterns. Use information from visual aids such as maps, charts, graph, time lines, tables, and diagrams in understanding text. Employ a study method that includes steps such as previewing, marking or annotation, questioning and reviewing material. Use a textbook’s features such as table of contexts, preface, introduction, titles, subtitles, index, glossary, appendix, and bibliography to acquire information efficiently.	Demonstrate the use of cognitive reading process elements to aid comprehension and memory, such as activating, integrating, and building background knowledge; using visual and other sensory images; and developing emotional connections to text. Demonstrate appropriate adjustment of reading method and rate according to difficulty of text and purpose for reading. Create effective study guides (maps, outlines, summaries, etc.) that incorporate understanding of texts’ main ideas, supporting details, and organizational patterns. Use information from visual aids such as maps, charts, graph, time lines, tables, and diagrams in understanding text. Employ a study method that includes steps such as previewing, marking or annotation, questioning and reviewing material. Use a textbook’s features such as table of contexts, preface, introduction, titles, subtitles, index, glossary, appendix, and bibliography to acquire information efficiently.

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