Reading in America: A Perspective on Two Assessments
[U.S. Department of Health, Education, and Welfare, Education Division], National Center for Education Statistics, 1976 - 30 pages
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9-year-olds Achievement administered age levels answer application areas asked average basic better Center changes Chapman CHAPTER compre continue Correct Responses curriculum decline decrease defined demonstrated Development difficult director emphasis encouraging exercises EXHIBIT Feed four year period functional groups hension high school HM ER LM improvement increase indicated individual infer Inferential Comprehension Items instruction interpreted kind Learning literal comprehension items material Mean Percentages Mean Performance measure ment Music National Assessment noted objectives olds panel panelists parent passage Percentages of Correct Percentages of Success performance PHS NHS HM population possible present primary grades Public questions reading assessment reading items reading program reading skills reference skill items regions represent Research Roger Farr Science scores Selected slight Social specific statistically Studies Summary tasks teachers Teaching tested tion University wants Wayne Otto William Blanton
Page ix - Progress (NAEP) is an information-gathering project that surveys the educational attainments of 9-year-olds, 13-year-olds, 17-year-olds and adults (ages 26-35) in 10 learning areas: art, career and occupational development, citizenship, literature, mathematics, music, reading, science, social studies and writing. Different learning areas are assessed every year, and all areas are periodically reassessed in order to measure change in educational achievement. Each assessment is the product of several...
Page ix - Assessment also publishes a general information yearbook that describes all major aspects of the Assessment's operation. The reader who desires more detailed information about how NAEP defines its groups, prepares and scores its exercises, designs its samples and analyzes and reports its results should consult the General Information Yearbook, Report 03/04-GIY.
Page 1 - Thirteen-year-olds declined in their performance of reference skill items, while 17-year-olds improved on the reference skill items. • Students of all ages demonstrate little difficulty in comprehending basic, literal, straightforward written material. But comprehension drops off quickly as soon as the reading tasks become more difficult. • Girls continue to read better than boys at all age levels.
Page 8 - Amendment to safeguard the fundamental personal rights and liberties of all persons against governmental impairment or denial. There is a myth, very popular these days, that the Warren Court was divided into "liberal" and "conservative" wings, or, as some would put it, into "activists" and those who practiced "judicial restraint.
Page 8 - There is a myth, very popular these days, that the Court is divided into "liberal" and "conservative" wings, or, as some would put it, into "activists" and those who practice "judicial restraint." Labels of this kind are convenient but not accurate. Members of the Court, applying general constitutional provisions, understandably differ on occasion as to their meaning and application. This is inevitable in the interpretation of a document that is both brief and general by a human institution composed...
Page iii - National Assessment of Educational Progress. Reading in America: A Perspective on Two Assessments. Reading Report No. 06-R-01, Denver, October 1976. Pearson, P. David. "Operationalizing Terms and Definitions in Reading Comprehension.
Page 9 - When items become more difficult, either as a result of lengthy, complex passages, or because of questions that require some manipulation of information, 17year olds, and sometimes 13-year olds, perform less well than 9-year olds.
Page 7 - The first category, literal comprehension, is defined as locating or remembering the exact meaning of a word, sentence or paragraph.
Page 23 - I think we are teaching a broader range of study skills, so that while the students are learning more skills, they are not learning each specific skill as well. It might well be that a child has learned 30 more skills than he would have four years ago, but has not learned each individual skill as well.