National Standards for Grade 8 - Reading

NAEP Reading Achievement Levels: Grade 8

Basic

Eighth-grade students performing at the Basic level should demonstrate a literal understanding of what they read and be able to make some interpretations. When reading text appropriate to eighth grade, they should be able to identify specific aspects of the text that reflect the overall meaning, extend the ideas in the text by making simple inferences, recognize and relate interpretations and connections among ideas in the text to personal experience, and draw conclusions based on the text.

For example, when reading literary text, Basic-level eighth graders should be able to identify themes and make inferences and logical predictions about aspects such as plot and characters.

When reading informational text, they should be able to identify the main idea and the author’s purpose. They should make inferences and draw conclusions supported by information in the text. They should recognize the relationships among the facts, ideas, events, and concepts of the text (e.g., cause and effect, order).

When reading practical text, they should be able to identify the main purpose and make predictions about the relatively obvious outcomes of procedures in the text.

Proficient

Eighth-grade students performing at the Proficient level should be able to show an overall understanding of the text, including inferential as well as literal information. When reading text appropriate to eighth grade, they should be able to extend the ideas in the text by making clear inferences from it, by drawing conclusions, and by making connections to their own experiences—including other reading experiences. Proficient eighth graders should be able to identify some of the devices authors use in composing text.

For example, when reading literary text, students at the Proficient level should be able to give details and examples to support themes that they identify. They should be able to use implied as well as explicit information in articulating themes; to interpret the actions, behaviors, and motives of characters; and to identify the use of literary devices such as personification and foreshadowing.

When reading informational text, they should be able to summarize the text using explicit and implied information and support conclusions with inferences based on the text.

When reading practical text, Proficient-level students should be able to describe its purpose and support their views with examples and details. They should be able to judge the importance of certain steps and procedures.

Advanced

Eighth-grade students performing at the Advanced level should be able to describe the more abstract themes and ideas of the overall text. When reading text appropriate to eighth grade, they should be able to analyze both meaning and form and support their analyses explicitly with examples from the text, and they should be able to extend text information by relating it to their experiences and to world events. At this level, student responses should be thorough, thoughtful, and extensive.

For example, when reading literary text, Advanced-level eighth graders should be able to make complex, abstract summaries and theme statements. They should be able to describe the interactions of various literary elements (e.g., setting, plot, characters, and theme) and explain how the use of literary devices affects both the meaning of the text and their response to the author’s style. They should be able to critically analyze and evaluate the composition of the text.

When reading informational text, they should be able to analyze the author’s purpose and point of view. They should be able to use cultural and historical background information to develop perspectives on the text and be able to apply text information to broad issues and world situations.

When reading practical text, Advanced-level students should be able to synthesize information that will guide their performance, apply text information to new situations, and critique the usefulness of the form and content.

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 (see exhibit 1).

Contexts for Reading Specified in the NAEP ­Reading Framework

 Percentage of NAEP Reading Items, by Grade and Context for Reading