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Reading Today: National Trends

Reading Today: National Trends. Kathy Au June 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.

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Reading Today: National Trends

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  1. Reading Today: National Trends Kathy Au June 2009

  2. 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

  3. 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

  4. Influence of International Assessments • Progress in International Reading Literacy Study (PIRLS) • First administered to 9-year-old students in 35 countries in 2001 • PIRLSdefines 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.

  5. 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.

  6. 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

  7. Distribution of Literary and Informational Passages

  8. Intertextual Connections • Reading and comparing multiple texts • Similar to authentic, real world tasks

  9. Items Designed for Cognitive Targets • Cognitive targets • Locate/Recall • Integrate/Interpret • Critique/Evaluate • Assessed across both literary and informational text

  10. Distribution of Cognitive Targets

  11. Types of Items • Multiple-choice • Short constructed response • Extended constructed response items (both short and extended) included at all grades

  12. Distribution of Item Types

  13. 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

  14. Sample passagesgrades 4 & 8

  15. Fiction, Grade 4

  16. 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)

  17. Nonfiction, Grade 4

  18. 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)

  19. Fiction, Grade 8

  20. 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)

  21. Nonfiction, Grade 8

  22. 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.

  23. 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

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