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Chapter Four
What Are the Foundations for the NAEP Reading Assessment? The NAEP Reading Framework reflects professional viewpoints, empirical evidence from high-quality research on reading, and the best technical design possible in a reading assessment that measures the achievement of thousands of students. It embraces a broad concept of reading that is supported by the findings of contemporary research and is relevant to state and local standards and curricula. It is based on recognition of the fact that a balance of approaches and programs is needed to produce successful readers. The framework is a synthesis of various perspectives, emphases, and opinions among professionals in universities, states, local districts, and classrooms. An obvious goal of reading education is the development of proficient readers. Consequently, it is reasonable that a process guiding the development of a national assessment of reading should start with a clear vision of that goal (see "What Is the NAEP Reading Assessment?"). As a result of that starting point, the NAEP Reading Framework focuses on tasks proficient readers in 4th, 8th, and 12th grades should perform. The assessment does not focus solely on the many specific skills a reader must use but seldom uses in isolation. This is in keeping with NAEP's role as an assessment of overall achievement rather than a diagnostic tool for individual students. Although teachers certainly need to know which specific skills students possess or need to improve, policymakers and the general public are concerned mainly with whether students are reaching overall goals. Reading Process The NAEP reading assessment approaches reading as a complex process rather than a simple set of skills. This approach is confirmed by the following statement in the Report of the National Reading Panel (NICHD, 2000a):
Comprehension is defined as "intentional thinking during which meaning is constructed through interactions between text and reader" (Harris and Hodges, 1995). Thus, readers derive meaning from text when they engage in intentional, problemsolving thinking processes. (p. 14) Types of Assessments The NAEP reading assessment is an assessment of overall achievement, not a tool for diagnosing the needs of individuals or groups of students. A diagnostic assessment of reading ability for students in grade 4 would examine an individual student's ability to read fluently aloud, using both the ability to decode words and to recognize them instantly. It would explore what specific comprehension skills the reader could demonstrate, such as finding the main idea, relating cause and effect, inferring character qualities, and detecting sequence. However, an achievement measure such as NAEP asks broader questions, for example, How well does this student or group of students read? or Is this level of achievement good enough to meet the standard that has been set?NAEP examines whether students can use multiple skills, not specific skills, to comprehend what they read. Effective reading programs definitely focus on teaching specific reading skills. However, when people actually read, they choose and orchestrate arrays of skills, sometimes almost simultaneously. The NAEP reading assessment examines whether students can actually use sets of skills in reading for different purposes. Background Surveys Because reading proficiency results from factors in the home, school, and community, the NAEP reading assessment includes several background surveys. They provide information on the resources and activities both in and out of school that affect students’ development as readers. Surveys are administered to students, teachers, and principals. NAEP reports survey results as general trends and as they relate to average scores and achievement levels on the assessment. The factors addressed in the background surveys were considered carefully as the committee guiding the development of the NAEP reading assessment debated, reached agreement, and worked to articulate the framework for the assessment.
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