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The report outlines causes, presents skills-based, social-affective, and knowledge-based recommendations, and emphasizes assessment as a lever for addressing the reading crisis. 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O'Reilly Anita Sands Zuowei Wang Kelsey Dreier John Sabatini  \nTHE ETS CENTER FOR RESEARCH ON HUMAN CAPITAL AND EDUCATION  \nTable of Contents  \nPreface ........................................................................ 1  \nAcknowledgments .....................................................3  \nIntroduction ................................................................4  \nAmerica's Reading Crisis ...........................................5  \nReasons for Low Reading Comprehension and Foundational Reading Skills......................................9  \nReading Avoidance, Self-Efficacy, and Motivation: A Maladaptive Cycle.................................................11  \nHow Can We Break the Maladaptive Cycle of Reading? ............................................................12  \nThe Role of Assessment for Addressing America's Reading Crisis ...........................................................14  \nSkills-Based Recommendations .....................14  \nSocial, Affective, and Knowledge-Based Recommendations ...........................................16  \nConclusion ................................................................18  \nAbout the Authors ...................................................19  \nThis report was written by:  \nTenaha O'Reilly Anita Sands Zuowei Wang Kelsey Dreier John Sabatini  \nThe views expressed in this report are those of the authors and do not necessarily reflect the views of the officers and trustees of Educational Testing Service.  \nCopyright © 2019 by Educational Testing Service. All rights reserved. ETS, the ETS logo, and MEASURING THE POWER OF LEARNING are registered trademarks of Educational Testing Service (ETS) . All other trademarks are the property of their respective owners.  \nNovember 2019  \nETS Center for Research on Human Capital and Education  \nResearch and Development Educational Testing Service Rosedale Road  \nPrinceton, NJ 08541-0001  \nPreface  \nReading involves the development of vocabulary and subskills that are key to unlocking achild's potential in school and beyond. Without adequate knowledge and skills associated with learning how to read, children's grades don't just suffer in English and language arts classes. They may find themselves struggling to understand what's expected of them to solve math problems. The ability to digest information and do skillful work in classes such as science and history is hindered as well.  \nAs those children grow into adulthood, the consequences only multiply. Low literacy rates have been associated with higher dropout and incarceration rates, and even thoughts of suicide.1 Adults who struggle to read are more likely to have difficulty navigating our increasingly complex healthcare system, planning for a career, and more. Also, adults at the lowest proficiency level of literacy in a national test have been shown to earn less than half as much as those at the highest level.2  \nAmerica is in a reading crisis. Of that, there can be little doubt. As the authors of this new report point out, two in three American fourth-graders are performing below proficient in the National Assessment of Education Progress (NAEP)—known as the \"Nation's Report Card.\"  \nThere's another troubling component to this crisis. We are leaving important segments of our society behind. Despite decades of effort to close the achievement gap, results show that the percentage of White fourth-graders scoring proficient or higher in literacy is roughly double that of Hispanics, and 2½ times higher than Blacks (47% for Whites, 23% for Hispanics, and 20% for Blacks) . Although the national public average of only 35 percent scoring proficient or higher is concerning enough, large cities tend to score much lower. In fact, a mere 5 percent of Detroit fourth-graders scored proficient or higher in the NAEP literacy exam—in other words, 19 out of every 20 students in Detro","cbCaipfjcAVMV1T6","https://ap.wps.com/l/cbCaipfjcAVMV1T6","pdf",3382363,32,"English","# Preface\n# Acknowledgments\n# Introduction\n# America’s Reading Crisis\n# Reasons for Low Reading Comprehension and Foundational Reading Skills\n## Reading Avoidance, Self-Efficacy, and Motivation: A Maladaptive Cycle\n# How Can We Break the Maladaptive Cycle of Reading?\n# The Role of Assessment for Addressing America’s Reading Crisis\n## Skills-Based Recommendations\n## Social, Affective, and Knowledge-Based Recommendations\n# Conclusion\n# About the Authors","[{\"question\":\"What does the report identify as America’s reading crisis?\",\"answer\":\"The report explains that many students, including a large share of fourth-graders, perform below proficient levels in foundational reading and comprehension skills on nationally used assessments.\"},{\"question\":\"Why does low reading comprehension persist, according to the report?\",\"answer\":\"It highlights interconnected reasons such as gaps in foundational skills and limited background knowledge, which can suppress comprehension and reinforce negative attitudes toward reading.\"},{\"question\":\"How does the report propose to address the crisis?\",\"answer\":\"It recommends breaking the maladaptive cycle through additional reading practice and provides skills-based, social-affective, and knowledge-based recommendations, supported by the role of assessment to guide improvements.\"}]","Curbing America's Reading Crisis - A Call to Action for Our Children | PDF",1792047725,81]