NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1064068
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0895-7347
Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment
Dogan, Enis; Ogut, Burhan; Kim, Young Yee
Applied Measurement in Education, v28 n3 p187-201 2015
The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common sample that took both assessments. The link allowed a comparison between NAEP grade 8 achievement levels in reading and the finer grain and developmentally descriptive ECLS reading proficiency levels. Reading skills students need to master in earlier grades to later reach NAEP's "Proficient" level at grade 8 were identified. Results showed that, in terms of ECLS reading proficiency levels, to have about a 50% chance of reaching "Proficient" in NAEP's grade 8 reading assessment students need to be at level 5 (reading words in context) or higher by spring term of first grade, at level 7 (extrapolation) or higher by spring term of third grade or at level 8 (evaluation) or higher by spring term of fifth grade.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; National Assessment of Educational Progress
IES Funded: Yes