Forming a general understanding: 2 The reader must consider the text as a whole and provide a global understanding of it.Reading to perform a task: 1 Readers apply what they learn from reading materials such as bus or train schedules, directions for repairs or games, classroom procedures, tax forms (grade 12), maps, and so on.Reading for information: Readers gain information to understand the world by reading materials such as magazines, newspapers, textbooks, essays, and speeches.Reading for literary experience: Readers explore events, characters, themes, settings, plots, actions, and the language of literary works by reading novels, short stories, poems, plays, legends, biographies, myths, and folktales.Students were assessed on four different aspects of reading: Three different contexts for reading were assessed: The table below outlines the major aspects of the framework. In addition to reading within different contexts, NAEP reading comprehension questions were developed to engage the different approaches that readers may take in the process of trying to understand what is being read. The 1992–2007 framework specified that the NAEP assessment should measure three contexts for reading: reading for literary experience, reading for information, and reading to perform a task (reading to perform a task at grades 8 and 12 only). Two vocabulary questions appeared in the comprehension sections along with other kinds of questions vocabulary-only sections contained five or six vocabulary questions.ĭistribution of questions in the 2022 assessment. Vocabulary questions appeared in two types of sections: comprehension sections and vocabulary-only sections. All vocabulary questions are multiple-choice and are classified as Integrate/Interpret. To answer these questions, students integrate their understanding of the word with their passage comprehension. Vocabulary questions measure students' knowledge of specific words as used in the passages they are asked to read for the assessment. The framework also calls for a systematic assessment of vocabulary. Critique and Evaluate: When critiquing or evaluating what they have read, students view the text critically by examining it from numerous perspectives or may evaluate overall text quality or the effectiveness of particular aspects of the text.Integrate and Interpret: When integrating and interpreting what they have read, students may make comparisons, explain character motivation, or examine relations of ideas across the text.Locate and Recall: When locating or recalling information from what they have read, students may identify explicitly stated main ideas or may focus on specific elements of a story.The framework recommends that assessment questions be aligned to cognitive targets-mental processes or kinds of thinking that underlie reading comprehension. The inclusion of distinct text types recognizes that students read different texts for different purposes. Informational texts include three broad categories: exposition argumentation and persuasive text and procedural text and documents. Literary texts include three types at each grade: fiction, literary nonfiction, and poetry. The NAEP reading framework specifies the use of both literary and informational texts. use meaning as appropriate to the type of text, purpose, and situation.įor more detailed information about the objectives of the reading assessment, explore the.The development of the NAEP reading framework was guided by scientifically-based reading research that defines reading as a dynamic cognitive process that allows students to These special analyses started in 2007 and included in-depth comparisons of the frameworks and the test questions, as well as a close examination of how the same students performed on the 2009 assessment and the earlier assessment. The framework that has guided assessment development since 2009 was used to guide development of the 2017, 2019, and 2022 digitally based assessments. Results from special analyses determined the 2009 and subsequent reading assessment results could be compared with those from earlier assessment years. A new framework was implemented for the 2009 reading assessment, replacing the framework first used for the 1992 reading assessment and subsequent reading assessments through 2007. Frameworks incorporate ideas and input from subject area experts, school administrators, policymakers, teachers, parents, and other citizens. National Assessment Governing Board oversees the development of NAEP frameworks, which describe the specific knowledge and skills that should be assessed. The NAEP reading assessment measures the reading and comprehension skills of students in grades 4, 8, and 12 by asking them to read selected grade-appropriate passages and answer questions based on what they have read. What Does the NAEP Reading Assessment Measure?Ĭomparison of the 1992–20 Frameworks Overview
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