A r c h i v e d  I n f o r m a t i o n

The Word on Reading

These are results from the 1992 National Assessment of Educational Progress (NAEP), the only continuing nationally representative assessment of what American students know and can do in various subjects. OERI's NCES has recently released the 1992 reading results based on an extensive national assessment of students in grades 4, 8, and 12. In addition, 4th grade students in public schools in 41 states, DC, and Guam participated in the trial state assessment in reading, which provided individual results for the states. Nearly 140,000 students were assessed in all.

The NAEP 1992 reading study went beyond its prior design to include reading-related activities and context information and to report results according to three levels--basic (partial mastery of the skills and knowledge needed for proficient work at each grade), proficient (solid academic performance and competence with subject matter), and advanced (superior performance beyond proficient).

An example of these categories shows that 4th grade students at the basic level generally understood simple narratives. They could identify important details and relate this information to their own experiences. At the proficient level, they could employ both inferential and literal information in reading more difficult, unfamiliar pieces. Those at the advanced level were able to extend, elaborate, and examine the meaning of literary and informative texts.

The 1992 NAEP Reading Report Card contained other findings:

• In the national assessment, there was little difference in 4th grade reading achievement among the geographic regions in the nation. At grades 8 and 12, students in the Southeast had lower average reading proficiency than those in the Northeast, Central, and West.
• Although the trial state assessment showed considerable variation in 4th grade results among states, the differences in average scores were very small. The average 4th-grade student in every state is reading below the proficient level, reflecting the national pattern.
• At all three grades, students who reported watching six or more hours of television each night--20 percent of 4th graders, 14 percent of 8th graders, and 6 percent of 12th graders--had substantially lower average proficiency than those who reported less viewing.
• In contrast, 62 percent of 4th graders, 41 percent of 8th graders, and 55 percent of 12th graders reported at least weekly discussion about their reading with friends or family. These students had higher average scores than students who reported little or no such discussion.
• At all three grades, students who reported reading more frequently for fun on their own time had the highest average reading proficiency. At both grades 8 and 12, about a quarter of the students reported never or hardly ever reading for fun on their own time.
• Females had higher average reading proficiency than males at all three grades.

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