Reading Today: National Trends

Kathy AuJune 2009

NAEP

• National Assessment of Educational Progress

• Only large-scale federally funded testing program

• Forward-looking assessment• Good take on the national picture in each

subject area

New as of 2006

• For the first time, vocabulary is measured explicitly. – Word meanings tested in context

• Poetry is assessed in grade 4.• 60% constructed response at grades 8 and 12;

50% at grade 4• Separate subscales for literary and informational

text, as in international assessments

Influence of International Assessments

• Progress in International Reading Literacy Study (PIRLS)– First administered to 9-year-old students in 35 countries in 2001– PIRLS defines reading literacy as

• the ability to understand and use those written forms required by society and/or valued by the individual. Young readers can construct meaning from a variety of texts. They read to learn, to participate in communities of readers, and for enjoyment.

• Programme for Student Assessment (PISA)– International collaborative effort to assess what 15-year-old

students know and can do in reading, mathematics, and science – PISA defines reading literacy as

• understanding, using, and reflecting on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society.

Definition of Reading as Assessed by NAEP

• Reading is an active and complex process that involves– understanding written text;– developing and interpreting meaning; and – using meaning as appropriate to type of text,

purpose, and situation.

Text Types

• Literary texts– Narrative (short stories, novels)– Literary nonfiction (narrative essays,

speeches, autobiographies or biographies) – Poetry

• Informational texts– Exposition– Argumentation and persuasive text– Document and procedural materials

Distribution of Literary and Informational Passages

Grade Literary Informational

4 50% 50%

8 45% 55%

12 40% 60%

Intertextual Connections

• Reading and comparing multiple texts• Similar to authentic, real world tasks

Items Designed for Cognitive Targets

• Cognitive targets– Locate/Recall– Integrate/Interpret– Critique/Evaluate

• Assessed across both literary and informational text

Distribution of Cognitive Targets

Grade Locate/Recall Integrate/Interp Critique/Eval

4 30 50 20

8 20 50 30

12 20 45 35

Types of Items

• Multiple-choice• Short constructed response• Extended constructed response items

(both short and extended) included at all grades

Distribution of Item Types

Grade Multiple Choice Short Constr Extended Cons

4 50 40 10

8 40 45 15

12 40 45 15

Vocabulary Assessment

• Vocabulary assessment will occur in the context of a passage.

• Vocabulary items will function in two ways.– As a measure of passage comprehension– As a test of readers’ specific knowledge of the

word’s meaning as intended by the passage author

SAMPLE PASSAGESGRADES 4 & 8

Fiction, Grade 4

Fiction Questions, Grade 4

• What does the word “pleading” mean, as it is used in the sentence below? “Ducks,” she said again, her eyes pleading. (medium)– A)  Yelling– B)  Begging– C)  Looking– D)  Blinking

• In the story, Rosa enjoys spending time at the creek behind her apartment building. Do you think “Rosa’s Creek” would be a better title than “Dishpan Ducks”? Use evidence from the story to compare both titles and to explain which title is better. (medium)     

Nonfiction, Grade 4

NF Questions, Grade 4

• This article mostly describes how   – A)  the wombat's special body parts help it to grow

and live– B)  highway signs help to save the wombat– C)  the wombat is like the koala and the North

American badger– D)  wombats feed and raise their young (hard)

• Describe one way in which wombats and koalas are similar and one way in which they are different. (medium)  

Fiction, Grade 8

Fiction Questions, Grade 8

• According to the article, what did Ellie learn from doing her meter project? (medium)– A)  Every fourth meter ran too quickly.– B)  Nine out of ten digital meters were accurate.– C)  3,600 parking meters were inaccurate.– D)  Almost none of the 50 meters ran too slowly.

• Choose two things Ellie Lammer did and explain what those things tell about her. Use examples from the article to support your answer. (medium)

Nonfiction, Grade 8

NF Questions, Grade 8

• After reading this article, what do you think is the most important information about the Anasazi? (medium)

• The three moves made by the Anasazi are listed below. Explain the possible reasons that were suggested in the article for each move. (hard)– 500-1200 A.D. - The Anasazi moved from the alcoves

to the top of Mesa Verde.– 1200 A.D. - The Anasazi moved back down into the

alcoves in the cliffs.– 1300 A.D. - The Anasazi left Mesa Verde.

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Issues to Consider

• Reading comprehension, especially beyond simple recall

• Emphasis on informational texts as students move up the grades

• Variety of literary and informational texts• Vocabulary learning