ERIC Number: ED191890
Record Type: Non-Journal
Publication Date: 1980-Jun
Reference Count: N/A
Illinois Inventory of Educational Progress. Reading Curricular Analyses and Teacher Expectation Results.
Illinois State Office of Education, Springfield. Dept. of Planning, Research and Evaluation.
Curriculum analyses, written by professional reading educators, of the 1978 Illinois Inventory of Educational Progress (IIEP) results, and teacher expectations regarding reading are presented. A random sample of 7,200 Illinois students (grades 4, 8, 11) within 360 schools were tested; results reflected their educational performance in reading items employing content drawn from literature (53%), life skills (29%), social science material (14%), and science (4%). The items tested literal comprehension (80%), inferential comprehension (16%), and interpretive comprehension (4%). General conclusions emerging from the curricular analyses included: (1) students have gained reading proficiency as they progressed through school; (2) students have learned to read for literal comprehension by grade 4; (3) scores for grades 8 and 11 were highest on material related to everyday life; (4) high scores were related to simple vocabulary, syntax, context, and content; (5) low scores were traceable to unfamiliar vocabulary or a lack of thoughtful analysis. Comparisons were made between teachers' expectations and student performance across grade levels. Teachers of grades 4 and 8 were accurate in their estimation of student performance, but grade 11 teachers underestimated student performance on 14 of the 17 objectives tested. (RL)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Illinois State Office of Education, Springfield. Dept. of Planning, Research and Evaluation.