Table 10 (cont.) Geographic Region and Native Country Reading Listening Speaking Writing Total Mayotte * * * * * Mozambique * * * * * Namibia * * * * * Niger 13 14 18 17 62 Nigeria 18 19 20 20 77 Reunion 21 21 20 21 82 Rwanda 16 19 20 19 74 Sao Tome and Principe * * * * * Senegal 13 14 17 16 60 Seychelles * * * * * Sierra Leone 16 18 22 19 75 Somalia 10 15 19 16 60 South Africa 22 25 25 24 95 Swaziland * * * * * Tanzania, United Republic of 14 17 20 19 69 Togo 12 14 18 16 60 Tunisia 18 20 20 19 77 Uganda 17 19 21 22 80 Zaire * * * * * Zambia 17 21 24 21 83 Zimbabwe 22 23 23 24 92 AMERICAS Anguilla * * * * * Antigua and Barbuda * * * * * Argentina 24 25 22 23 94 Aruba * * * * * Bahamas * * * * * Barbados * * * * * Belize * * * * * Bermuda * * * * * Bolivia 20 22 21 20 83 Brazil 22 23 21 21 86 Canada 21 24 23 23 91 Chile 23 23 20 21 88 Colombia 20 21 20 20 80 Costa Rica 23 25 23 23 93 Cuba 19 20 20 19 79 Dominica * * * * * Dominican Republic 19 21 21 20 81 Ecuador 20 22 21 21 83 El Salvador 20 22 22 21 84 French Guiana * * * * * Grenada * * * * * Guadeloupe * * * * * Guatemala 18 19 20 19 76 432 Appendix 1 Geographic Region and Native Country Reading Listening Speaking Writing Total Guyana * * * * * Haiti 12 14 18 16 61 Honduras 19 22 22 21 85 Jamaica 18 21 22 21 82 Martinique * * * * * Mexico 21 22 21 21 85 Montserrat Netherlands Antilles 18 23 24 23 88 Nicaragua 20 22 22 21 85 Panama 20 22 21 21 83 Paraguay 20 22 21 21 84 Peru 20 22 21 21 83 Puerto Rico 21 23 21 22 87 Saint Kitts and Nevis * * * * * Saint Lucia * * * * * Saint Vincent and the Grenadines * * * * * Suriname * * * * * Trinidad and Tobago * * * * * Turks and Caicos Islands * * * * * United States 19 22 22 21 84 Uruguay 24 25 22 23 94 Venezuela 20 22 21 20 84 Virgin Islands (U.S.) * * * * * ASIA Afghanistan 12 16 20 19 67 Azerbaijan 16 17 19 18 71 Bangladesh 19 21 21 22 83 Bhutan 14 16 20 18 69 Brunei Darussalam * * * * * Cambodia 13 15 17 18 63 China 21 19 18 20 78 Christmas Island * * * * * Cocos (Keeling) Islands * * * * * East Timor * * * * * Hong Kong 18 20 20 22 80 India 20 21 21 22 84 Indonesia 19 20 19 21 78 Japan 16 16 15 18 65 Kazakhstan 17 20 20 20 77 Korea, Democratic People’s Republic of 16 17 17 18 69 Korea, Republic of 20 20 18 20 77 Kyrgyzstan 19 21 21 20 81 Lao, People’s Democratic Republic 13 15 18 18 65 Macau 15 16 17 19 66 Malaysia 21 23 20 23 87 Maldives * * * * * 433 Appendix 1 Table 10 (cont.) Geographic Region and Native Country Reading Listening Speaking Writing Total Mongolia 14 16 18 17 65 Myanmar 18 18 19 20 75 Nepal 16 18 19 20 74 Pakistan 20 22 22 23 87 Philippines 21 22 22 22 88 Singapore 25 26 24 26 100 Sri Lanka 19 22 21 21 83 Taiwan 17 18 18 19 72 Tajikistan 15 17 21 19 72 Thailand 17 18 17 19 72 Timor-Leste * * * * * Turkmenistan 16 20 20 19 75 Uzbekistan 17 19 20 19 75 Viet Nam 17 16 17 19 70 EUROPE Aland Islands * * * * * Albania 18 20 21 20 78 Andorra * * * * * Armenia 17 20 21 20 78 Austria 24 26 24 25 99 Belarus 20 23 22 21 86 Belgium 24 26 24 24 98 Bosnia and Herzegovina 17 22 21 19 80 Bulgaria 21 24 21 22 88 Croatia 21 24 22 22 89 Cyprus 18 21 19 21 79 Czech Republic 21 24 22 22 89 Czech and Slovakia * * * * * Denmark 24 27 26 24 101 Estonia 23 26 23 24 96 Faroe Islands * * * * * Finland 24 27 23 24 98 France 23 23 21 22 88 Georgia 18 21 21 20 79 Germany 23 26 24 24 97 Gibraltar * * * * * Greece 22 23 20 22 88 Greenland * * * * * Holy See (Vatican City State) * * * * * Hungary 21 23 22 22 88 Iceland 22 26 23 24 95 Ireland * * * * * Italy 22 19 18 19 78 Kosovo 15 18 20 19 71 Latvia 20 23 22 22 87 434 Appendix 1 Geographic Region and Native Country Reading Listening Speaking Writing Total Liechtenstein * * * * * Lithuania 19 23 22 21 85 Luxembourg 25 26 24 25 100 Macedonia, Former Yugoslav Republic of 18 22 21 21 82 Malta * * * * * Moldova, Republic of 20 22 22 21 86 Monaco 22 22 22 22 88 Montenegro 19 22 21 19 81 Netherlands 25 27 25 25 103 Northern Ireland * * * * * Norway 21 26 24 23 94 Poland 20 23 22 21 86 Portugal 24 25 23 23 95 Romania 23 25 22 23 93 Russian Federation 20 22 21 21 84 San Marino * * * * * Scotland * * * * * Serbia 20 22 21 20 83 Serbia and Montenegro 19 23 21 20 84 Slovakia 21 24 22 22 89 Slovenia 24 26 23 23 96 Spain 23 23 21 22 88 Sweden 20 25 24 23 91 Switzerland 24 26 23 24 97 Turkey 19 20 19 20 77 Ukraine 20 22 22 21 84 United Kingdom 23 25 24 24 95 Wales * * * * * Yugoslavia * * * * * MIDDLE EAST/NORTH AFRICA Algeria 15 18 19 18 69 Bahrain 14 19 20 19 73 Egypt 18 21 21 20 80 Gaza Strip * * * * * Iran, Islamic Republic of 18 19 20 19 76 Iraq 15 19 20 18 72 Israel 22 26 24 22 94 Jordan 15 18 20 18 71 Kuwait 11 16 19 16 61 Lebanon 17 20 21 21 79 Libyan Arab Jamahiriya 17 21 20 19 78 Morocco 16 18 19 19 72 Occupied Palestinian Territory 12 16 19 18 65 Oman 11 14 18 16 59 Qatar 8 13 17 14 51 Saudi Arabia 10 15 18 15 57 435 Appendix 1 Table 10 (cont.) Geographic Region and Native Country Reading Listening Speaking Writing Total Sudan 13 18 20 18 69 Syrian Arab Republic 14 19 20 19 2 United Arab Emirates 10 14 17 16 58 West Bank 15 18 19 19 70 Yemen 12 16 19 17 64 PACIFIC REGION American Samoa * * * * * Australia 21 23 23 23 91 Fiji * * * * * French Polynesia * * * * * Guam * * * * * Kiribati * * * * * Marshall Islands * * * * * Micronesia, Federated States of * * * * * Nauru * * * * * New Caledonia * * * * * New Zealand * * * * * Northern Mariana Islands * * * * * Palau * * * * * Papua New Guinea * * * * * Pitcairn * * * * * Samoa * * * * * Tonga * * * * * Tuvalu * * * * * Vanuatu * * * * * 1. Because of the unreliability of statistics based on small samples, means are not reported for subgroups of less than 30. 2. Because of changes in region and/or country boundaries, certain countries may have been added or deleted since the previous table was published. 436 Appendix 1 437 The scores you receive on the TOEFL iBT indicate your performance level in each of the four skill areas: reading, listening, speaking, and writing. Appendix 2 pro- vides descriptions of what test takers can do at each score level, and advice about how test takers at each level can improve their skills. Only the “Your Performance” descriptions appear on test taker score reports, The “Advice for Improvement” is only a sample of the advice available. More extensive advice is available on the TOEFL website, www.ets.org/toefl. 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. YOUR PERFORMANCE Test takers who score at the HIGH level, typically: b have a very good command of academic vocabulary and grammatical structure; b can understand and connect information, make appropriate inferences and synthesize ideas, even when the text is conceptually dense and the language is complex; b 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 b can abstract major ideas from a text, even when the text is conceptually dense and contains complex language. ADVICE FOR IMPROVEMENT 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 concep- tual density as part of your reading. Appendix 2 Performance Feedback for Test Takers b Read major newspapers, such as The New York Times or Science Times, and websites (National Public Radio [NPR] or the BBC). b Write summaries of texts, making sure they incorporate the organizational pattern of the originals. 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. Level: 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 abili- ties, although their understanding of certain parts of the texts is limited. YOUR PERFORMANCE Test takers who receive a score at the INTERMEDIATE level typically: b have a good command of common academic vocabulary, but still have some difficulty with high-level vocabulary; b have a very good understanding of grammatical structure; b 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; b 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 are not explicit or easy to infer from the text; and b can abstract major ideas from a text, but have more difficulty doing so when the text is conceptually dense. ADVICE FOR IMPROVEMENT 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. b Pay attention to the relationship between the main ideas and the supporting details. b Outline the text to test your understanding of the structure of the reading passage. b Write a summary of the entire passage. b If the text is a comparison, be sure that your summary reflects that. If the text argues two points of view, be sure both points of view are reflected in your summary. Continually expand your vocabulary by developing a system for recording unfamiliar words. b Group words according to topic or meaning and study the words as a list of related words. 438 Appendix 2 . from beginning to end. b Pay attention to the relationship between the main ideas and the supporting details. b Outline the text to test your understanding of the structure of the reading passage. b Write. been added or deleted since the previous table was published. 436 Appendix 1 437 The scores you receive on the TOEFL iBT indicate your performance level in each of the four skill areas: reading,. appropriate inferences and synthesize ideas, even when the text is conceptually dense and the language is complex; b can recognize the expository organization of a text and the role that specific information