The reading achievement levels represent what 12th-graders should know and be able to do in reading at each level.
Basic: Twelfth-grade students performing at the Basic level should be able to demonstrate an overall understanding and make some interpretations of the text. When reading text appropriate to twelfth grade, they should be able to identify and relate aspects of the text to its overall meaning, extend the ideas in the text by making simple inferences, recognize interpretations, make connections among and relate ideas in the text to their personal experiences, and draw conclusions. They should be able to identify elements of an author’s style.
Proficient: Twelfth-grade students performing at the Proficient level should be able to show an overall understanding of the text, which includes inferential as well as literal information. When reading text appropriate to twelfth grade, they should be able to extend the ideas of the text by making inferences, drawing conclusions, and making connections to their own personal experiences and other readings. Connections between inferences and the text should be clear, even when implicit. These students should be able to analyze the author’s use of literary devices.
Advanced: Twelfth-grade students performing at the Advanced level should be able to describe more abstract themes and ideas in the overall text. When reading text appropriate to twelfth grade, they should be able to analyze both the meaning and the form of the text and explicitly support their analyses with specific examples from the text. They should be able to extend the information from the text by relating it to their experiences and to the world. Their responses should be thorough, thoughtful, and extensive.
What Must Students Know and Be Able To Do?
The NAEP Reading Framework specifies three contexts for reading: reading for literary experience, reading for information, and reading to perform a task.
Contexts for Reading Specified in the NAEP Reading Framework
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Context for Reading
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Description
|
|
Reading for Literary experience
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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.
|
|
Reading for information
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Readers gain information to understand the world by reading materials such as magazines, newspapers, textbooks, essays, and speeches.
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Reading to perform a task
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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.
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The proportion of items related to each context for reading changes from grade to grade to reflect the changing demands made of students as they mature.
Percentage of NAEP Reading Items, by Grade and Context for Reading
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|
Context for Reading
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|
Grade
|
For Literary Experience (%)
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For Information
(%)
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To Perform a Task (%)
|
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4
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55
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45
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No scale
|
|
8
|
40
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40
|
20
|
|
12
|
35
|
45
|
20
|
The Framework also specifies four aspects of reading that characterize the way readers respond to text: forming a general understanding, developing interpretation, making reader/text connections, and examining content and structure.
Aspects of Reading and Reader Responses
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Aspects of Reading
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Forming a General Understanding
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Developing Interpretation
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Making Reader/Text Connections
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Examining Content and Structure
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|
Consider text in its entirety
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Focus on specific parts
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Think beyond the text
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Consider why and how the text was developed
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Understanding in a broad way
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Linking information across parts of the text
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Applying the text to real-world situations
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Considering the content, organization, and form
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Percentage Distribution of Student Time, by Grade and Aspect of Reading
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|
Aspect of Reading
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Grade
|
Forming a General Understanding and Developing Interpretation (%)
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Making Reader/Text Connections (%)
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Examining Content and Structure (%)
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|
4
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2">60
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15
|
25
|
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8
|
55
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15
|
30
|
|
12
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50
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15
|
35
|
Sample NAEP Questions and Reading Strategies, by Context for Reading and Aspect of Reading
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Aspect of Reading
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Context for Reading
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Forming a General Understanding
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Developing Interpretation
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Making Reader/Text Connections
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Examining Content and Structure
|
|
Reading for literary experience
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What is the story/ plot about?
• Synthesis
• Analysis
• Inference
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How did this character change from the beginning to the end of the story?
• Synthesis
• Analysis
• Inference
• Using details
|
What other character that you have read about had a similar problem?
• Analogy
• Synthesis
• Using details
• Relating information and ideas
|
What is the mood of this story, and how does the author use language to achieve it?
• Using details
• Inference
• Analysis
• Synthesis
• Search
|
|
Reading for information
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What point is the author making about this topic?
• Generalization
• Using details
• Synthesis
|
What caused this change?
• Cause and effect
• Inference
• Search
|
What other event in history or recent news is similar to this one?
• Analogy
• Synthesis
• Analysis
• Inference
• Using details
• Relating information and ideas
|
Is this author biased? Support your answer with information about this article.
• Synthesis
• Analysis
• Judgment
• Inference
• Using details
• Determining fact and opinion
|
|
Reading to perform a task
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What time can you get a nonstop flight to X?
• Search
|
What must you do before step 3?
• Search
• Inference
• Sequence
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Describe a situation in which you would omit step 5.
• Inference
• Analysis
• Using details
• Relating information and ideas
|
Is the information in this brochure easy to use?
• Evaluation
• Using details
• Synthesis
• Search
|
Sample NAEP Items, by Element of Literary Text and Aspect of Reading
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Element of Literary Text
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Aspect of Reading
|
|
Forming a General Understanding
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Developing Interpretation
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Making Reader/Text Connections
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Examining Content and Structure
|
|
Theme
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What is the moral in the story? Use evidence from the story in your response.
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How does the setting help to illustrate the theme of the story?
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Do you think the lesson in this story is true today? Why or why not?
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Explain what makes this story a fable.
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Major characters
|
What was the major character’s opinion of _____?
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What causes the main character to do _____? Use evidence from the story in your response.
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How do you think the character’s actions might be different today? Support your response with evidence from the story.
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How does the author’s description of _____ help explain the character’s actions?
|
|
Major events
|
Write a short summary of the major events in the story.
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What happens after _____?
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How do you think the story would have ended if _____ had not happened?
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How do the first events help you predict the ending?
|
|
Problem
|
How does _____ make the problem worse? Use evidence from the text to support your response.
|
How did _____ help solve the problem?
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How does the problem in the story compare with another story you have read? Include evidence from the text and another story.
|
Why does the author explain the problem in the first part of the story? Explain with evidence from the story.
|
|
Vocabulary
|
Which words describe what the story is mostly about? Use evidence from the text to support your response.
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Which words let you know that time has gone by? Explain with evidence from the story.
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Explain the double meaning of _____. Tell which meaning better explains the major ideas in the passage.
|
Why does the author use the words _____ to describe how _____ feels?
|
Sample NAEP Items, by Element of Informational Text and Aspect of Reading
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Element of Informational Text
|
Aspect of Reading
|
|
Forming a General Understanding
|
Developing Interpretation
|
Making Reader/Text Connections
|
Examining Content and Structure
|
|
Central purpose
|
What might be the author’s message in this article?
|
How does the author support the message?
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Do you agree with the author’s message? Give evidence from the text.
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Based on what you read, what might be the reason the author wrote this?
|
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Major ideas
|
Give a summary of the major ideas.
|
How does the big idea in the first section relate to the big idea in the last section?
|
Who might need or want this information? Use details from the text in your answer.
|
What did the author do to present information clearly?
|
|
Supporting ideas
|
Identify ideas that most closely relate to the topic. Give evidence from the text to support your choice.
|
How does the author show you that the main idea is important?
|
Which details about the _____ help you to have a clear image of the topic? Explain why you chose them.
|
What information did the author have to know before writing the article?
|
|
Adjunct aids
|
The chart in this article is mostly used to _____?
|
How does the information in the chart support the information in the article?
|
Why did the author include the picture with the chart? Explain using what you know and information from the text.
|
What is the significance of the map to the article? Explain.
|
|
Vocabulary
|
Which words describe what the passage is mostly about? Use the evidence from the text to support your choice.
|
Which words do you think mean the same as the title? Tell why you think so.
|
Explain the double meaning of _____. Tell which meaning better explains the major ideas in the passage.
|
Why did the author give a definition of _____ in paragraph 2?
|
Sample NAEP Items, by Element of Practical Text and Aspect of Reading
|
Element of Practical Text
|
Aspect of Reading
|
|
Forming a General Understanding
|
Developing Interpretation
|
Making Reader/Text Connections
|
Examining Content and Structure
|
|
Central purpose
|
What is the purpose of the document? Use evidence from the document in your response.
|
Do these directions list all the materials you need? Give a reason for your answer.
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Do you think the directions would be the same for ____? Use evidence from the text.
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Is this mainly for readers familiar with the activity? Explain why or why not.
|
|
Key information
|
Tell how this information would be useful. Use evidence from the document.
|
Why is it important to do _____ before _____? Use evidence from the document in your response.
|
Compare the directions to a set of directions you have used in the past. Which set is easier to follow? Tell why.
|
Name one step that is important in order to follow the directions. Explain why this step is important.
|
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Key organizing features
|
Tell what you need to complete the steps. Which features indicate this?
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What happens after _____? Explain why this is an important step.
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When might you use these steps? Support your answer with evidence from the text.
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Explain how the author organized this document. Use support from the text.
|
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Key graphics
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What is the signifi-cance of the graphics to the total set of directions? Use support from the text in your response.
|
Why does the second picture show _____?
|
Which additional graphics would you add to make the directions clear? Use support from the text.
|
Why is there boldface print at the front of each section?
|
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Vocabulary
|
Which words tell what the document is mostly about? Use evidence from the text to support your response.
|
Use the context to tell the meaning of _____.
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Explain why the phrase _____ is useful in these directions.
|
Why does the author use the words _____ to present the last step of the directions?
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View Full Article
Reprinted with the permission of the National Assessment Governing Board.
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