Main Ideas and Organization: Theme 6, ReadingNAEP, 1973 - 139 pages |
Common terms and phrases
9-year-olds Age 9 age level atypical behaviors Big City Suburban Black White Central Northeast SEX Choosing Each Answer City 9 City Extreme Rural City Medium City City Suburban Fringe COMMUNITY Extreme Inner Easter Eggs EDUCATION No High exer Extreme Aff Suburb Extreme Inner City Extreme Rural Small Fringe Extreme Aff Golden Press Graduated High Sch GROUP PERCENTAGES group's median level group's overall behavior Helen Keller High School Graduated Inner City Extreme level on Exercise main idea Male Pemale COLOR median effect Medium City Rest Nat'l NATIONAL 13 NATIONAL AND GROUP national level NATIONAL REGION overall behavior characteristically PARENTAL EDUCATION passages and longer penicillin PERCENTAGE OF SUCCESS Post High School released exercises required recognizing Rest of Big Rural Small City scarlet fever School Graduated High School Some High SIZE-AND-TYPE OF COMMUNITY Small City Medium sports cars story Subobjective Suburban Fringe Extreme SUCCESS GROUP EFFECT SUCCESS VARIABLE GROUP Theme West Central Northeast
Popular passages
Page v - Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention.
Page 58 - beat" are obscure, but the meaning is only too clear to most Americans. More than mere weariness, it implies the feeling of having been used, of being raw. It involves a sort of nakedness of mind, and, ultimately, of soul; a feeling of being reduced to the bedrock of consciousness. In short, it means being undramatically pushed up against the wall of oneself. A man is beat whenever he goes for broke and wagers the sum of his resources on a single number; and the young generation has done that continually...
Page v - INTRODUCTION TO THE THEMES The results for the Year 02 assessment (Reading and Literature) are the first to be reported by theme. Conceptually, a theme defines a set of existing and potential exercises that relate to each other in content or some central idea that is meaningful to the subject area of concern. This format allows presenting all relevant results for each theme in a single report. The eight Reading themes are described briefly at the end of this introduction . In its broadest sense,...
Page 58 - Any attempt to label an entire generation is unrewarding, and yet the generation which went through the last war, or at least could get a drink easily once it was over, seems to possess a uniform, general quality which demands an adjective. It was John Kerouac, the author of a fine, neglected novel "The Town and the City,
Page 35 - IV. Reason logically from what is read A. Draw appropriate inferences from the material that is read and "read between the lines" where necessary B. Arrive at a general principle after examining a series of details C. Reason from a general principle to specific instances V.
Page ii - James A. Hazlett J. Stanley Ahmann Administrative Director Staff Director George H. Johnson Associate Staff Director This report was written by Charles J. Gadway, Assistant to the Director, Department of Research and Analysis, National Assessment of Educational Progress. Staff support was provided by: Operations Department Exercise Development Department Information Services Department Research and Analysis Department Utilization/Applications Department Data Processing Services Department (ECS...
Page xii - ... being a cause for the comparatively high or low achievement of that group compared to the national level. Often, a disproportionately large percentage of members of a group of interest are also members of particular groups defined by other factors; all these factors may contribute to the group's high (or low) level of achievement. The aim of National Assessment is to describe the educational achievement of entire groups/ that is, populations.
Page vi - ... the meaning of a word from its contextual use; and a third type requires the individual to recognize when sets of words relate to form a meaningful whole. *** *** *** A person must be able to do more than merely recognize words and word relationships. In order to function adequately in everyday life, he must also be able to glean important facts from many types of materials. Themes 2-5 are all concerned with a person's ability to identify and extract significant factual information, but they...