The science of reading has captured the attention of educators, policy makers, and the public. Elfrieda H. Hiebert recounts some of what she's learned from her recent exploration of the topic. She has found that research evidence tends to fall into three categories: research that provides unequivocal conclusions, research that holds promise for…

We are pleased to contribute to this inaugural issue of The Reading League Journal. The journal's goal is to share information about linking reading science to educational practice. The need is great: literacy levels in the US are shockingly low; a very large percentage of children and adults have only basic reading skills, as indicated by every…

In May 2016, an invitational symposium on the Reading for Understanding (RfU) initiative was held in Alexandria, Virginia. Co-hosted by ETS and the Council of Chief State School Officers (CCSSO), the symposium brought together some 160 state and local education leaders to examine the results of the Reading for Understanding Initiative. The goal of…

The cumulative body of eye movement research provides significant insight into how readers process text. The heart of this work spans roughly 40 years reflecting the maturity of both the topics under study and experimental approaches used to investigate reading. Recent technological advancements offer increased flexibility to the field, providing…

The coupling of literacy and race emphasizes their historic and contemporaneous intersection in literacy research. In this article, I draw on my scholarship and use three counternarratives to articulate how literacy and race significantly influence access, equity, and freedom. First, I examine access within the sociohistoric context of African…

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in…

This slide presentation first provides, in a concise form, background information on the Reading Excellence Act program authorized in 1998. It then presents a chart of fourth-grade reading achievement in 1998 from the National Assessment of Educational Progress. It also outlines some findings from reading research and lists the six dimensions of…

One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found…

Identifies critical variables that underlie young adults' performance on document literacy tasks from the National Assessment of Educational Progress's Young Adult Literacy study. Argues that the variables identified and document grammar developed could help improve the usability of documents, assist readers in understanding documents, and develop…

As part of the National Assessment of Educational Progress on reading, this volume reflects the theme of reference materials. Divided into subthemes, the first requires the individual to know appropriate reference sources, since reference sources are best utilized when an individual knows which type of reference to consult for a specific kind of…

As part of the National Assessment of Educational Progress in reading, this volume reports the results of the study concerned with critical reading--that part of reading behavior which requires analysis and reasoning. Results of the reading exercises are reported for four age levels (9, 13, 17, and young adult, 26-35), four regions of the country…

This pamphlet provides current information about the 1992 National Assessment of Educational Progress (NAEP) in Reading. In addition to describing the purpose and goals of the NAEP, the pamphlet discusses the reasons for assessing reading, the 1992 NAEP in Reading (including recent changes), the guidelines used to create a framework for reading…

As part of the National Assessment of Educational Progress in reading, this volume, "Theme 6: Main Ideas and Organization," directs attention to the fact that identifying the main idea of a passage or discovering its organization requires a higher level of comprehension than merely gleaning the important facts. Some of the exercises…

Probes the association of reading achievement and attitude with productive factors in learning by regressing on 18 indices of seven factors the scores of more than 2,000 17-year-old students from a National Assessment of Educational Progress sample. (FL)

A study examined the relationship between television viewing habits and reading achievement of students in grades 4, 8, and 11. Students, in addition to responding to the achievement and background exercises, answered three questions about their television viewing habits. Analysis of results showed that at all three grade levels, students who…