A Synthesis of Data from NAEP's 1992 Integrated Reading Performance Record at Grade 4: Report in Brief.

Institution	National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress.
Titel	A Synthesis of Data from NAEP's 1992 Integrated Reading Performance Record at Grade 4: Report in Brief.
Quelle	(1995), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evaluation Methods; Grade 4; Intermediate Grades; Reading Achievement; Reading Aloud to Others; Reading Attitudes; Reading Fluency; Reading Habits; Reading Research; Recreational Reading; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Leseleistung; Reading behavior; Rading behaviour; Leseverhalten; Reading habit; Lesegewohnheit; Leseforschung; Häusliche Lektüre
Abstract	This concise report presents excerpts from the two full reports of the 1992 Integrated Reading Performance Record (IRPR), which examined the reading habits and oral reading of a subgroup of fourth graders who participated in the 1992 National Assessment of Educational Progress (NAEP) study. The report presents major findings of the two full reports, including: (1) much can be learned and documented about important aspects of reading development through literacy interviews and by listening to them read aloud; (2) 55% of the subjects were considered to be fluent, but only 13% could be described as consistently reading with appropriate phrasing and with at least minimal expressiveness; (3) oral reading fluency demonstrated a significant relationship with reading comprehension; (4) an overwhelming majority of students reported reading storybooks or magazines, but significantly fewer of them reported reading information books; and (5) fluent reading appeared to be related to certain literacy activities. The brief report also discusses several activities warranting consideration by schools and families as they seek to support the literacy development of children, including the importance of broad reading experiences, reading outside of school, responding to reading, oral reading experience supported through shared reading activities, making books available to students, and talking to students about their literacy experiences. Contains six figures of data. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC