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NAEP Scores

NAEP Scores

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The Nation's Report Card, released on Thursday, Dec. 6, 2012.

The Nation's Report Card, released on Thursday, Dec. 6, 2012.

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Published by: The Salt Lake Tribune on Dec 06, 2012
Copyright:Attribution Non-commercial

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05/15/2014

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Vocabulary Results
From the
2009 and 2011
NAEP Readin Assessments
�
NANA ASSESSEN F EDUCANA PRgRESS A gRADES 4, 8, AND 12
U.S. Department of EducationNCES 2013–452
 
 
Contents
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What Is The Nation’s Report Card
TM
?
The Nation’s Report Card™ inorms the public about the academic achievement o elementary and secondary studentsin the United States. Report cards communicate the fndings o the National Assessment o Educational Progress(NAEP), a continuing and nationally representative measure o achievement in various subjects over time.Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history,civics, geography, and other subjects. NAEP collects and reports inormation on student perormance at the national andstate levels, making the assessment an integral part o our nation’s evaluation o the condition and progress o education.Only academic achievement data and related background inormation are collected. The privacy o individual studentsand their amilies is protected.NAEP is a congressionally authorized project o the National Center or Education Statistics (NCES) within the Instituteo Education Sciences o the U.S. Department o Education. The Commissioner o Education Statistics is responsible orcarrying out the NAEP project. The National Assessment Governing Board oversees and sets policy or NAEP.
Photo Credits:
© Datacrat/Getty Images #73721702; © Joshua Hodge Photography/iStockphoto #10171200; © Martin Barraud/OJO Images/Getty Images #108359540;© Kristian Sekulic/iStockphoto #16968529; © Copyright 2012 Shit and Joshua Distler; Copyright © 2005 Highlights or Children, Inc., Columbus, Ohio. Photocredits or “Ducklings”: p. 10: Jonathan Sachs; p. 10 inset: Courtesy o Nancy Schön; Courtesy Culver Pictures Inc.; © By permission o the author, Naomi ShihabNye, 2012; © Mario Tama/Getty Images #51548481; From: BUSINESS @ THE SPEED OF THOUGHT by Bill Gates. Copyright © 1999 by William H. Gates, III.By permission o Grand Central Publishing. All rights reserved; © IMAGEMORE Co, Ltd./Getty Images #93907496; © Monkey Business Images/Shutterstock#12040249; © Joshua Hodge Photography/iStockphoto #18090704; © Michael Krinke/iStockphoto #14881740
 
Vocabulary results from the 2009 and 2011 naeP reading assessments
A New Focus on
�
Word Meaning
�
Beginning in 2009, the National Assessment of Educational Progress (NAEP)integrated a measure of students’ understanding of word meaning with themeasurement of passage comprehension in the NAEP reading assessment. Thedecision to focus on students’ understanding of word meaning emphasized theimportant role vocabulary plays in the process of reading comprehension. To under-stand the overall topic or theme, students need to integrate their knowledge ofindividual words—or a sense of these words—with the way the words are used inparticular passages. For example, a reader may understand the meaning of “acute”in the context of mathematics to describe the angles of a triangle, but may not haveencountered the word used to describe human emotions, as in “acute embarrass-ment.” Having a sense of words that is suciently exible helps readers extendtheir understanding of the word and understand its use in a new context.Understanding word meaning has always been essential to reading comprehen-sion. Whether reading the printed page or a computer screen, a strong senseof word meaning provides a basis for greater comprehension in an increasinglyfast-paced world.
How did students perform?
Students whoscored higheron NAEPvocabularyquestions alsoscored higherin readingcomprehension.Fourth- andeighth-gradevocabulary scoresdid not changesignifcantlyrom 2009 to2011.There was nosignifcant gendergap in vocabularyat grade 12.
NAEP assessesvocabulary in a waythat aims to capturestudents’ ability touse their understand-ing or sense o wordsto acquire meaningrom the passagesthey read. Unliketraditional tests ovocabulary that askstudents to writedefnitions o words inisolation, NAEPalways assesses wordmeaning within thecontext o particularpassages. Studentsare asked to demon-strate their under-standing o words byrecognizing whatmeaning the wordcontributes to thepassage in which itappears.
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