The Reading Report Card, 1971-88: Trends from the Nation's Report Card.

Autor/inn/en	Mullis, Ina V. S.; Jenkins, Lynn B.
Institution	National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
Titel	The Reading Report Card, 1971-88: Trends from the Nation's Report Card.
Quelle	(1990), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-88685-095-9
Schlagwörter	Educational Assessment; Educational Trends; Elementary Secondary Education; Reading Achievement; Reading Instruction; Reading Research; Reading Skills; Reading Strategies; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Bildungsentwicklung; Leseleistung; Leseunterricht; Leseforschung; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik
Abstract	Intended to serve as a resource for the many and varied groups concerned with improving students' reading proficiencies, this report from the Nation's Report Card provides a long-term perspective on students' reading skills and strategies based on a series of five national assessments conducted from 1971 to 1988. Each chapter of the report provides a different perspective on trends in students' reading abilities. The first chapter describes changes in the average reading performance of 9-, 13-, and 17-year-olds across the five reading trend assessments conducted by the National Assessment of Educational Progress (NAEP) between 1971 and 1988. The second chapter defines levels of reading proficiency and presents the percentages of students attaining these successive levels in each assessment. The third chapter summarizes trends in students' responses to questions on their reading instruction and experiences and investigates the relationships between these background factors and reading proficiency. Overall, the findings described in the report reveal generally positive but subtle changes in reading performance at the national level since 1971: (1) nine-year-olds assessed in 1988 read significantly better than their counterparts assessed in 1971, but this progress was made in the 1970s; (2) thirteen-year-olds' reading achievement has fluctuated slightly over the years; and (3) seventeen-year-old students assessed in 1988 read significantly better than their counterparts assessed in either 1971 or 1975. A procedural appendix and an appendix of data are attached. (RS)
Anmerkungen	National Assessment of Educational Progress (NAEP), Educational Testing Service, Rosedale Rd., Princeton, NJ 08541-0001.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC