When Students Perform at the below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?

Autor/in	Hiebert, Elfrieda H.
Titel	When Students Perform at the below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?
Quelle	In: Reading Teacher, 75 (2022) 5, S.631-639 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hiebert, Elfrieda H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2082
Schlagwörter	National Competency Tests; Reading Tests; Oral Reading; Reading Fluency; Scores; Reading Skills; Basic Skills; Low Achievement; Elementary School Students; Grade 4; Silent Reading; Reading Comprehension; Reading Instruction; Instructional Design; Word Recognition; Phonology; Decoding (Reading); National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Lesetest; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Basic skill; Grundfertigkeit; Unterdurchschnittliche Leistung; School year 04; 4. Schuljahr; Schuljahr 04; Stilles Lesen; Leseverstehen; Leseunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Worterkennung; Fonologie; Dekodierung
Abstract	According to interpretations of results from the latest oral reading fluency (ORF) study conducted by the National Assessment of Educational Progress (White et al., 2020), fourth-grade students who score below the basic standard require interventions that focus on word recognition, phonological decoding, and fluency. Before such mandates for students at the middle grades and beyond are enacted, the available information from ORF assessments should be examined from the view of what students know and what they do not know. In this paper, I examine the performances of students who score below the basic level on oral reading assessments such as those used in the NAEP/ORF study to identify students' strengths and challenges. Results of analyses of students' performances are used to address how instruction and interventions can best support students in developing the proficiencies required to perform successfully on silent reading comprehension tasks. Issues that particularly require attention in the design of instruction and interventions for readers in the middle grades who score below the basic level are the mode of reading (silent or oral), text, and reading volume. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01