More About NAEP ReadingThe NAEP reading assessment results present a broad view of how well America's students are reading—one of the most important skills that young people can acquire and develop throughout their lives. The assessment was developed and reviewed by a committee of reading and measurement experts to capture the goals of the reading framework. The National Assessment Governing Board, through a comprehensive national process involving reading teachers, researchers, measurement experts, policymakers, and members of the general public, created the framework, which describes the goals of the assessment and what kinds of exercises it should feature. The Reading Development Committee was instrumental in the development of the assessment. Students read complete texts from typical grade-appropriate sources. They also read three types of texts representing different contexts for reading: reading for literary experience, reading for information, and reading to perform a task (reading to perform a task only at grades 8 and 12). The assessment consisted of both multiple-choice and constructed-response questions. Multiple-choice questions were designed to test students’ understanding of the individual texts, as well as their ability to integrate and synthesize ideas across the texts. Constructed-response questions were based on consideration of the texts the students read. Look at a more detailed distribution of questions in the assessment by reading contexts. NAEP also gives background questionnaires to teachers, students, and schools that are part of the NAEP sample. Responses to these questionnaires provide information about school policies affecting reading instruction, as well as information about schools' resources. Learn more about NAEP, the nation's only ongoing assessment of what students know and can do in various subject areas. View the 2007 Reading Report Card.
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