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Are the NAEP expectations sensible starting points for describing reading proficiency?

Recall the implications from this week’s focus chapter on NAEP reading proficiency. Are the NAEP expectations sensible starting points for describing reading proficiency? What, if anything, might be more sensible? What do you think of the challenges NAEP expectations present readers? What other challenges do they present? Are these challenges reasonable? And how far beyond NAEP-type expectations should instruction go? How can educators help improve reading proficiency?

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