Is it possible that educators and parents don’t understand the importance of reading proficiency? Otherwise, why would they just accept that two-thirds of our fourth graders can’t achieve it? Parents would be alarmed if two-thirds of these children couldn’t operate a remote or ride a bicycle. Somehow, not being able to read proficiently doesn’t shake us up.
It’s obvious…we just don’t get it!
Every two years, the National Assessment for Educational Progress (NAEP) tests fourth graders and eighth graders in reading. Since 2009, in addition to numerical scores, the test administrators have provided labels for different levels of student reading achievement. These are “basic,” “proficient,” and “advanced.”
What is Reading Proficiency?
Perhaps the best way to describe reading proficiency is to see it in relation to the other two standards.
For example, students at the basic level of reading skill can locate information, make simple inferences, and identify details. Likewise, students at the proficient level of reading skill can also locate information, make simple inferences, and identify details. However, in addition, they can integrate and interpret texts and apply their understanding of the text to draw conclusions and make evaluations. Finally, advanced readers can do all of this plus make complex inferences, construct and support their understanding, and make and support a judgment.
Only about five percent of our fourth graders are advanced readers. Of the other ninety-five percent, roughly two-thirds are at the basic level. What is the difference between being a basic reader and a proficient reader? It’s being able to apply the information in the text. There’s quite a bit of difference between simply identifying details and being able to evaluate what was read.
Why is it so important?
Reading proficiency is the essential skill required for academic success, especially after the third grade. Students are expected to be readers at the end of third grade, so reading instruction time is diminished or eliminated in favor of other disciplines.
From fourth grade on, most information is derived from written sources: textbooks, notes, online sites, etc. Consequently, any fourth-grade student who is still at the basic level will struggle with lessons in science and history, for example. While they will be able to cite details in their texts, they may not be able to draw conclusions or evaluate the significance of what they are reading.
As these students move up in grade level, the amount of reading will increase, and the texts will be more complex. Without assistance, these students will struggle and continue to fall further behind.
What can be done?
Our schools should recognize the impact of reading proficiency on academic achievement. They should introduce phonics early and be prepared to set aside additional time for reading instruction for those who need it. Ultimately, we should all expect every fourth grader to be a proficient reader so they all have a shot at achieving their potential.