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Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment.

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Title: Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment.
Authors: Dogan, Enis (AUTHOR), Ogut, Burhan (AUTHOR), Kim, Young Yee (AUTHOR)
Source: Applied Measurement in Education. Jul-Sep2015, Vol. 28 Issue 3, p187-201. 15p.
Subjects: Reading interests of children, Reading ability testing, Reading standards, Educational standards, Reading interests of school children
Abstract: The relationship between reading skills in earlier grades and achievingProficiencyon 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’sProficientlevel at grade 8 were identified. Results showed that, in terms of ECLS reading proficiency levels, to have about a 50% chance of reachingProficientin 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. [ABSTRACT FROM AUTHOR]
Copyright of Applied Measurement in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment.
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  Data: <searchLink fieldCode="JN" term="%22Applied+Measurement+in+Education%22">Applied Measurement in Education</searchLink>. Jul-Sep2015, Vol. 28 Issue 3, p187-201. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+interests+of+children%22">Reading interests of children</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+standards%22">Reading standards</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+interests+of+school+children%22">Reading interests of school children</searchLink>
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  Data: The relationship between reading skills in earlier grades and achievingProficiencyon 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’sProficientlevel at grade 8 were identified. Results showed that, in terms of ECLS reading proficiency levels, to have about a 50% chance of reachingProficientin 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Measurement in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08957347.2015.1042157
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        Text: English
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      – SubjectFull: Reading ability testing
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      – SubjectFull: Reading standards
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              Text: Jul-Sep2015
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