This document sets forth the design of a test of reading comprehension. The exam requires students to read passages of written English text--either literary or informational--and to answer questions about what they have read. In some cases, the questions deal with facts in the text or vocabulary. In other cases, a complete answer requires a clear analysis or coherent argument supported by sound evidence from the text. This is the second reading framework approved by the National Assessment Governing Board. It will replace the framework that has been used in the National Assessment of Education Progress (NAEP) since 1992 and will start a new trend. The new framework incorporates several key features: Its design is based on current scientific research in reading. In keeping with Governing Board policy, it does not advocate a particular approach to instruction, but rather focuses on important, measurable indicators of student achievement. The framework is consistent with the No Child Left Behind Act of 2001. It will enable NAEP to carry out its important role in that law as a uniform, independent measure of reading achievement in each state at grades 4 and 8. The framework's content and preliminary achievement standards at grade 12 embody reading and analytical skills the project committees believe are needed for rigorous college- level courses and other productive postsecondary endeavors. In preparing the framework, extensive use was made of international reading assessments and exemplary state standards. For the first time in NAEP, vocabulary is measured explicitly. Word meanings will be tested in context and enough vocabulary items will be included to report useful information on the extent of vocabulary knowledge. Poetry is assessed in grade 4 as well as in grades 8 and 12. Previously, NAEP assessed poetry in grades 8 and 12 only. Poetry is a form of text that is rich in meaning and involves a high level of abstraction in language and ideas. Multiple-choice and constructed-response items (both short and extended) are included at all grades. In grades 8 and 12, students will be expected to spend about 60 percent of assessment time on constructed-response questions; at grade 4, about 50 percent. Descriptions of reading material to be used in the assessment and target skills to be tested are delineated in a series of charts that provide clear guidance to those developing the assessment and clear information to the public. Achievement will be reported on an overall cross-grade scale, allowing NAEP to show the development of reading skills throughout years of schooling as well as the wide variations in particular grades. Clear standards for grade-level expectations will be established. Separate subscales will be reported for literary and informational text as has been done on international reading assessments. The Board hopes that this reading framework will serve not only as a significant national measure of how well students read, but also as a catalyst to improve reading achievement for the benefit of students themselves and for our nation. This report contains three chapters: (1) Overview of the NAEP and 2009 NAEP Reading Assessment; (2) Content and Design of 2009 NAEP in Reading; and (3) Reporting Results. Appendices include: (A) Glossary; (B) Special Studies: 2009 NAEP Reading Framework; and (C) Sample Passages and Vocabulary Items (Grades 4, 8, and 12). (Contains 14 exhibits and a bibliography.)