Reading Work Keys
Alternative for the
End of Course Reading SOL
What is the Reading Work Keys?
“The Reading for Information assessment measures a person’s skill in reading and
using work related information including instructions, policies, memos, bulletins,
notices, letters, manuals, and government regulations. These printed materials
represent actual workplace conditions where reading materials are not necessarily
well written or adapted to meet the needs of the reader. They are unlike those used
in most reading instruction because they were not produced or selected to facilitate
reading” (ACT).
Reading Work Keys Information
• 5 Answer Choices
• Vocabulary asked in question isn’t bolded
• Paragraphs are not numbered, but questions are asked about a numbered paragraph
• Different fonts are used throughout the test
• Original intent is for work readiness
• Students with an IEP or 504 Plan may qualify for extended time
Reading Work Keys Information
Paper and Pencil Version
45 minutes
Write on the passage
(Annotate!)
Online Version
55 minutes
No highlighting, no cross-out
tools, scrolling screen (No
Split Screen)
Reading Work Keys Skills Measured
4 (Acceptable Passing Score)
5 (Higher Level Passing Score)
6 (Advanced Level Passing Score)
Identify important main ideas that
may not be clearly stated
Figure out the correct meaning of a word based
on how the word is used
Identify implied details
Use the reading material to figure out
the meaning of words that are not
defined
Identify the correct meaning of an acronym that
is defined in the document
Use technical terms and jargon in new
situations
Apply instructions with several steps
to a situation that is the same as the
situation in the reading materials
Identify the paraphrased definition of a technical Figure out the less common meaning of a
term or JARGON that is defined in a document word based on the context
Choose what to do when changing
conditions call for a different action
(follow directions that include “ifthen” statements
Apply technical terms and JARGON and
relate them to stated situations
Apply complicated instructions to new
situations
Apply straightforward instructions to a new
situation that is similar to the one described in
the material
Figure out the principles behind policies,
rules, and procedures
Apply complex instructions that include
conditionals to situations described in the
material
Apply general principles from the materials
to similar and new situations
Explain the rationale behind a procedure,
policy, or communication
Reading Work Keys Sample Question: Level 4
South Liberty Library MEMO from the Director Subject: Book Shelving
Books that have been returned to the library must be sorted before they are put back on the shelves. Three carts are normally
used to sort books.
First, look at the sticker on the back edge of the book. Books with a blue dot above the sticker go on one cart. These are new
books and they will be put on special shelves at the front of the library. If books do not have a blue dot, put them on the other
two carts.
Next, the books on each cart must be sorted by the code on the sticker. Codes always start with a letter of the alphabet and
most books have two letters of the alphabet. Put all the books in alphabetical order according to their codes. When you have
more than one book with the same first alphabetical letter, put them in order according to the second alphabet letter in the code.
For example, put all the books that have the first alphabet letter P on the sticker together on one cart. Then, put books with the
letters PN before the books with the letters PV.
Often you will have several books with the same alphabet letters. When that happens, the books must next be sorted by code
number which is on the sticker just below the alphabet letters. For example, a book with the code PN103 must be put before a
book with the code PN 225. When all the books on the carts are sorted, you can start putting them in the appropriate places on
the shelves.
Where should you put a book with the code RC 405?
The correct answer …
A. After a book coded RA 410
is “A” because RC comes
B. After a book coded RC 410
alphabetically after RA and,
C. Before a book coded RA 310
therefore, the number is
D. Before a book coded RC 310
irrelevant.
E. On the special “new book” shelves
Reading Work Keys Online Practice
• Ohio Means Jobs: Assessment and Training
http://www.learningexpresshub.com/productengine/index.html#/in
troduction/b6aa6742-6c5c-460d-8c37-a360c2d84ca3/yes/ohiomeans-jobs
(Students can choose the practice version that provides
explanations after they have finished or the learner version that
provides answers after each question.)
Reading Work Keys Additional Information
• WorkKeys: Job Aid Series Reading for Information:
Estimating Grade-Level Equivalents
http://www.wisconsinjobcenter.org/ncrc/Reading.pdf
Works Cited
• "WorkKeys Targets for Instruction: Reading for Information." The ACT
WorkKeys Publications. N.p.: n.p., 2004. 1-31. Print. Reading for
Information.
Created by Melanie Buckley, HHS English Department Chairperson on 5/25/16