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Step 1
Look at the size of the type. Lower-level reading materials tend to have larger font sizes. This is because readers are still getting used to the shape and structure of letters, words and sentences.
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Step 2
Count the number of words in a sentence. Grade 3, for example, will tend to have three to seven words in a sentence; grade 5 usually have up to fifteen; grade 12 might have as many as thirty.
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Step 3
Consider the complexity of the words. Root words and one or two-syllable words are typical in early reading; compound words and those with suffixes and prefixes become more common as reading level raises. For example, a 4th grade student may know the word adapt, but not adaptation.
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Step 4
Look for punctuation. Are the sentences complex, using commas, semicolons and dashes? If so, then the text is likely to be 6th grade or above.
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Step 5
Decide how complicated the plot and theme are. As with other literary elements, these get more and more complex as the reading level increases. Too many twists and turns, or numerous characters are challenging to early readers.










