The NAEP Reading Achievement Levels by Grade

2009–present NAEP Achievement-Level Descriptions

1992–2007 NAEP Achievement-Level Descriptions

2009–to present NAEP Achievement-Level Descriptions

NAEP reading achievement-level descriptions present expectations of student performance in relation to a range of text types and text difficulty and in response to a variety of assessment questions intended to elicit different cognitive processes and reading behaviors. The specific processes and reading behaviors mentioned in the NAEP achievement-level descriptions are illustrative of those judged as central to students' successful comprehension of texts. These processes and reading behaviors involve different and increasing cognitive demands from one grade and performance level to the next as they are applied within more challenging contexts and with more complex information. While similar reading behaviors are included at the different performance levels and grades, it should be understood that these skills are being described in relation to texts and assessment questions of varying difficulty.

The specific descriptions of what students at grades 4, 8, and 12 should know and be able to do at the NAEP Basic, NAEP Proficient, and NAEP Advanced reading achievement levels are presented below. NAEP achievement levels are cumulative; therefore, student performance at the NAEPProficient level includes the competencies associated with the NAEP Basic level, and the NAEP Advanced level also includes the skills and knowledge associated with both the NAEPBasic and the NAEPProficient levels. The cut score indicating the lower end of the score range for each level is noted in parentheses.

The NAEP achievement-level descriptions were updated in 2009 to reflect the new reading framework. Although the descriptions have been updated, the scale score cut points remain the same. Achievement-level descriptions for 1992-2007 are below.

Find general information about NAEP achievement levels and the detailed descriptions for other NAEP subjects.

Grade 4

NAEP Basic (208)	When reading literary texts such as fiction, poetry, and literary nonfiction, fourth-grade students performing at the NAEP Basic level can likely determine the relevant meaning of familiar words using context within the same sentence or paragraph identify a specific detail to make a simple inference about the characters’ actions, motivations, or feelings, using a single point or multiple points in the text if they are in close proximity sequence or categorize events from the story make a general reference to an appropriate section of the text or provide some support for ideas related to the plot or characters find meaning or provide evidence from one of the texts when making a comparison across texts identify explicit details from the text state an opinion with general support from one section of the text When reading informational texts such as articles and excerpts from books, fourth-grade students performing at the NAEP Basic level can likely determine the relevant meaning of familiar words using context from a single section of the text locate a specific detail from the text and make simple inferences from one section of the text restate a problem or solution presented in a single section of the text provide a description of a text feature or author’s craft using a general reference to the text provide an opinion using a general reference to the text
NAEP Proficient (238)	When reading literary texts such as fiction, poetry, and literary nonfiction, fourth-grade students performing at the NAEP Proficient level can likely determine the meaning of words using context from multiple sections of the text provide a reason why a particular detail is important to the story identify the key events to determine main idea and make complex inferences about the characters’ actions, motivations, or feelings, using relevant evidence within or across texts describe the impact of a character’s actions or explain how characters influence others recognize a text’s structure and organization draw conclusions from single or multiple locations across a text and provide limited support from the text develop an opinion with relevant support from a text When reading informational texts such as articles and excerpts from books, fourth-grade students performing at the NAEP Proficient level can likely determine the relevant meaning of words with multiple meanings use a specific detail from the text to make inferences or provide a description or an explanation about text features provide an opinion with relevant support from the text restate a problem or solution presented in a single section of the text describe, explain, or draw conclusions about text structures (e.g., compare and contrast, cause and effect, sequence and order) integrate ideas across a text to determine purpose and main idea
NAEP Advanced (268)	When reading literary texts such as fiction, poetry, and literary nonfiction, fourth-grade students performing at the NAEP Advanced level can likely determine the meaning of nonliteral phrases identify relevant details to support a detailed judgment about a character and infer a character’s development from the beginning of the text to the end interpret lines of poetry to determine meaning make a judgment about the purpose of text structure with relevant evidence from the text distinguish the theme of a text provide support from across the text when selecting evidence compare two texts to support an opinion make inferences across texts and use relevant details for support When reading informational texts such as articles and excerpts from books, fourth-grade students performing at the NAEP Advanced level can likely make complex inferences about words with multiple meanings or nonliteral phrases select details to support a solution to a problem and provide relevant support for a given idea provide a detailed opinion with relevant support, using details from the text summarize ideas presented in a text and explain and/or interpret the purpose of a text feature begin to evaluate text structures or an author's purpose

NAEP Basic
(208)

When reading literary texts such as fiction, poetry, and literary nonfiction, fourth-grade students performing at the NAEP Basic level can likely

determine the relevant meaning of familiar words using context within the same sentence or paragraph
identify a specific detail to make a simple inference about the characters’ actions, motivations, or feelings, using a single point or multiple points in the text if they are in close proximity
sequence or categorize events from the story
make a general reference to an appropriate section of the text or provide some support for ideas related to the plot or characters
find meaning or provide evidence from one of the texts when making a comparison across texts
identify explicit details from the text
state an opinion with general support from one section of the text

When reading informational texts such as articles and excerpts from books, fourth-grade students performing at the NAEP Basic level can likely

determine the relevant meaning of familiar words using context from a single section of the text
locate a specific detail from the text and make simple inferences from one section of the text
restate a problem or solution presented in a single section of the text
provide a description of a text feature or author’s craft using a general reference to the text
provide an opinion using a general reference to the text

NAEP Proficient
(238)

When reading literary texts such as fiction, poetry, and literary nonfiction, fourth-grade students performing at the NAEP Proficient level can likely

determine the meaning of words using context from multiple sections of the text
provide a reason why a particular detail is important to the story
identify the key events to determine main idea and make complex inferences about the characters’ actions, motivations, or feelings, using relevant evidence within or across texts
describe the impact of a character’s actions or explain how characters influence others
recognize a text’s structure and organization
draw conclusions from single or multiple locations across a text and provide limited support from the text
develop an opinion with relevant support from a text

When reading informational texts such as articles and excerpts from books, fourth-grade students performing at the NAEP Proficient level can likely

determine the relevant meaning of words with multiple meanings
use a specific detail from the text to make inferences or provide a description or an explanation about text features
provide an opinion with relevant support from the text
restate a problem or solution presented in a single section of the text
describe, explain, or draw conclusions about text structures (e.g., compare and contrast, cause and effect, sequence and order)
integrate ideas across a text to determine purpose and main idea

NAEP Advanced
(268)

When reading literary texts such as fiction, poetry, and literary nonfiction, fourth-grade students performing at the NAEP Advanced level can likely

determine the meaning of nonliteral phrases
identify relevant details to support a detailed judgment about a character and infer a character’s development from the beginning of the text to the end
interpret lines of poetry to determine meaning
make a judgment about the purpose of text structure with relevant evidence from the text
distinguish the theme of a text
provide support from across the text when selecting evidence
compare two texts to support an opinion
make inferences across texts and use relevant details for support

When reading informational texts such as articles and excerpts from books, fourth-grade students performing at the NAEP Advanced level can likely

make complex inferences about words with multiple meanings or nonliteral phrases
select details to support a solution to a problem and provide relevant support for a given idea
provide a detailed opinion with relevant support, using details from the text
summarize ideas presented in a text and explain and/or interpret the purpose of a text feature
begin to evaluate text structures or an author's purpose

Grade 8

NAEP Basic (243)	When reading literary texts such as fiction, poetry, and literary nonfiction, eighth-grade students performing at the NAEP Basic level can likely use explicit context within the same sentence or paragraph to determine the meaning of essential words make simple inferences about one part of the text using explicit details from that same part of the text identify basic literary elements such as order of events, character traits and motivation, and main idea formulate an opinion about the text and provide evidence that demonstrates limited or incomplete understanding using general information from or reference to the text When reading informational texts such as exposition and argumentation, eighth-grade students performing at the NAEP Basic level can likely determine the meaning of words using context from one section of the text locate and use explicit details to answer specific questions and make simple inferences about the text determine the main idea or purpose of the text using explicit features from the text demonstrate a general understanding of text features or graphics demonstrate a general understanding of the concepts in the text but can support their understanding using only limited information from the text formulate an opinion about a claim or argument and support this opinion using only limited information from the text
NAEP Proficient (281)	When reading literary texts such as fiction, poetry, and literary nonfiction, eighth-grade students performing at the NAEP Proficient level can likely use context explicitly and implicitly across the entire text to determine the meaning of words and nonliteral phrases make inferences and draw conclusions about varied literary elements such as character interactions, comparison of characters, plot features, and theme support ideas with relevant examples from the text and provide some explanation about the connection between the ideas and evidence provide a reasonable opinion supported by some evidence from the text When reading informational texts such as exposition and argumentation, eighth-grade students performing at the NAEP Proficient level can likely use context to determine the definition of multiple-meaning words make inferences or judgments about text structures, features, and author’s craft but can provide only partial explanations or text support make connections between text features and graphics to explain how they support the primary text identify one or both sides of an argument offer an opinion about the evidence an author uses to support a claim or argument.
NAEP Advanced (323)	When reading literary texts such as fiction, poetry, and literary nonfiction, eighth-grade students performing at the NAEP Advanced level can likely interpret descriptive or figurative language and how it impacts the meaning of the text evaluate the relationships between literary elements such as setting, characterization, tone, structure, and how they impact the overall meaning of the text construct an opinion and support it with relevant details and specific examples from the text make specific connections within and across texts by using relevant evidence and providing a thorough explanation When reading informational texts such as exposition and argumentation, eighth-grade students performing at the NAEP Advanced level can likely determine the meaning of words using information and ideas presented throughout the text make connections within a text to determine similarities and differences, causes and effects, and problems and solutions express an opinion that evaluates whether a text feature is critical to the overall understanding of the text synthesize information across related texts and fully support their ideas with evidence from both texts evaluate the effectiveness of an author's argument and support their evaluation with evidence use appropriate text evidence from multiple sources to substantiate their own opinions or claims made by the author

NAEP Basic
(243)

When reading literary texts such as fiction, poetry, and literary nonfiction, eighth-grade students performing at the NAEP Basic level can likely

use explicit context within the same sentence or paragraph to determine the meaning of essential words
make simple inferences about one part of the text using explicit details from that same part of the text
identify basic literary elements such as order of events, character traits and motivation, and main idea
formulate an opinion about the text and provide evidence that demonstrates limited or incomplete understanding using general information from or reference to the text

When reading informational texts such as exposition and argumentation, eighth-grade students performing at the NAEP Basic level can likely

determine the meaning of words using context from one section of the text
locate and use explicit details to answer specific questions and make simple inferences about the text
determine the main idea or purpose of the text using explicit features from the text
demonstrate a general understanding of text features or graphics
demonstrate a general understanding of the concepts in the text but can support their understanding using only limited information from the text
formulate an opinion about a claim or argument and support this opinion using only limited information from the text

NAEP Proficient
(281)

When reading literary texts such as fiction, poetry, and literary nonfiction, eighth-grade students performing at the NAEP Proficient level can likely

use context explicitly and implicitly across the entire text to determine the meaning of words and nonliteral phrases
make inferences and draw conclusions about varied literary elements such as character interactions, comparison of characters, plot features, and theme
support ideas with relevant examples from the text and provide some explanation about the connection between the ideas and evidence
provide a reasonable opinion supported by some evidence from the text

When reading informational texts such as exposition and argumentation, eighth-grade students performing at the NAEP Proficient level can likely

use context to determine the definition of multiple-meaning words
make inferences or judgments about text structures, features, and author’s craft but can provide only partial explanations or text support
make connections between text features and graphics to explain how they support the primary text
identify one or both sides of an argument
offer an opinion about the evidence an author uses to support a claim or argument.

NAEP Advanced
(323)

When reading literary texts such as fiction, poetry, and literary nonfiction, eighth-grade students performing at the NAEP Advanced level can likely

interpret descriptive or figurative language and how it impacts the meaning of the text
evaluate the relationships between literary elements such as setting, characterization, tone, structure, and how they impact the overall meaning of the text
construct an opinion and support it with relevant details and specific examples from the text
make specific connections within and across texts by using relevant evidence and providing a thorough explanation

When reading informational texts such as exposition and argumentation, eighth-grade students performing at the NAEP Advanced level can likely

determine the meaning of words using information and ideas presented throughout the text
make connections within a text to determine similarities and differences, causes and effects, and problems and solutions
express an opinion that evaluates whether a text feature is critical to the overall understanding of the text
synthesize information across related texts and fully support their ideas with evidence from both texts
evaluate the effectiveness of an author's argument and support their evaluation with evidence
use appropriate text evidence from multiple sources to substantiate their own opinions or claims made by the author

Grade 12

NAEP Basic (265)	When reading literary text such as fiction, poetry, and literary nonfiction, twelfth-grade students performing at the NAEP Basic level can likely use context that is in close proximity to an unknown word or phrase to determine meaning locate and identify relevant details in the text in order to support literal comprehension make inferences that demonstrate a basic understanding of literary elements such as an author’s purpose, character motivation, mood, and theme draw general conclusions based on concepts that are presented with abundant and/or explicitly stated text evidence When reading informational text such as exposition and argumentation, twelfth-grade students performing at the NAEP Basic level can likely use context, typically within close proximity, to identify the meaning of unknown words and phrases identify and make judgments about key details within and across texts use those details to draw simple inferences about author's purpose, tone, and word choice provide opinions and sometimes support them with generalized text evidence evaluate the effectiveness of an author's claim, organization, and evidence used utilize text features and organizational structure to locate information and identify textually explicit details
NAEP Proficient (302)	When reading literary texts such as fiction, poetry, and literary nonfiction, twelfth-grade students performing at the NAEP Proficient level can likely infer the meaning of words from direct and indirect context and explain the impact of those words locate and identify information and ideas from within a single text and across texts to build meaningful comparisons of ideas, characters, and author's craft go beyond foundational comprehension skills and analyze complex themes and ideas in order to draw inferences make effective judgments and critiques of the author's use of sensory/descriptive language, connotative language, figurative language, and other literary elements When reading informational texts such as exposition, argumentation, and documents, twelfth-grade students performing at the NAEP Proficient level can likely interpret and evaluate a variety of organizational structures or types of media (e.g., diagrams, charts, videos, etc.) used in argumentative, persuasive, and informational texts and determine how those structures/text features enhance the effectiveness of the text synthesize several documents and support one or more of their opinions using relevant and sufficient evidence from the text connect key details within and across texts and use those details to draw complex inferences about author's purpose, tone, word choice, and related ideas describe and evaluate the effectiveness of nuanced language use, specific details, and an author's stylistic, syntactical, and rhetorical choices based on certain sections of the passage or the passage as a whole evaluate the effectiveness of the author's claims, organization, selection of ideas, and evidence used
NAEP Advanced (346)	When reading literary texts such as fiction, poetry, and literary nonfiction, twelfth-grade students performing at the NAEP Advanced level can likely evaluate literary elements and explain how they connect to the overall purpose of the text as well as how they develop over the course of the text use complex strategies to navigate the literal, figurative, and implicit meaning of texts, including the analysis of author's choices, word choice, and language analyze and interpret a variety of text types and devices synthesize ideas from sections of the text and multiple texts to generate new understandings and integrate new information When reading informational texts such as exposition, argumentation, and documents, twelfth-grade students performing at the NAEP Advanced level can likely analyze and evaluate a variety of organizational structures or types of media (e.g., diagrams, charts, videos, etc.) used in argumentative, persuasive, and informational texts and critique how those structures/text features are used to enhance the effectiveness of the text synthesize information within and across texts and use it to create and support their own arguments that can go beyond the literal interpretation of the text critique the effectiveness of sophisticated language use and evaluate an author's stylistic, syntactical, and rhetorical choices based on certain sections of the passage or the passage as a whole, supporting their evaluation with precise text evidence evaluate the effectiveness of an author's claims, organization, and selection of ideas and evidence used develop opinions and support these with specific, relevant textual evidence demonstrate a thorough understanding of the themes and ideas presented

NAEP Basic
(265)

When reading literary text such as fiction, poetry, and literary nonfiction, twelfth-grade students performing at the NAEP Basic level can likely

use context that is in close proximity to an unknown word or phrase to determine meaning
locate and identify relevant details in the text in order to support literal comprehension
make inferences that demonstrate a basic understanding of literary elements such as an author’s purpose, character motivation, mood, and theme
draw general conclusions based on concepts that are presented with abundant and/or explicitly stated text evidence

When reading informational text such as exposition and argumentation, twelfth-grade students performing at the NAEP Basic level can likely

use context, typically within close proximity, to identify the meaning of unknown words and phrases
identify and make judgments about key details within and across texts
use those details to draw simple inferences about author's purpose, tone, and word choice
provide opinions and sometimes support them with generalized text evidence
evaluate the effectiveness of an author's claim, organization, and evidence used
utilize text features and organizational structure to locate information and identify textually explicit details

NAEP Proficient
(302)

When reading literary texts such as fiction, poetry, and literary nonfiction, twelfth-grade students performing at the NAEP Proficient level can likely

infer the meaning of words from direct and indirect context and explain the impact of those words
locate and identify information and ideas from within a single text and across texts to build meaningful comparisons of ideas, characters, and author's craft
go beyond foundational comprehension skills and analyze complex themes and ideas in order to draw inferences
make effective judgments and critiques of the author's use of sensory/descriptive language, connotative language, figurative language, and other literary elements

When reading informational texts such as exposition, argumentation, and documents, twelfth-grade students performing at the NAEP Proficient level can likely

interpret and evaluate a variety of organizational structures or types of media (e.g., diagrams, charts, videos, etc.) used in argumentative, persuasive, and informational texts and determine how those structures/text features enhance the effectiveness of the text
synthesize several documents and support one or more of their opinions using relevant and sufficient evidence from the text
connect key details within and across texts and use those details to draw complex inferences about author's purpose, tone, word choice, and related ideas
describe and evaluate the effectiveness of nuanced language use, specific details, and an author's stylistic, syntactical, and rhetorical choices based on certain sections of the passage or the passage as a whole
evaluate the effectiveness of the author's claims, organization, selection of ideas, and evidence used

NAEP Advanced
(346)

When reading literary texts such as fiction, poetry, and literary nonfiction, twelfth-grade students performing at the NAEP Advanced level can likely

evaluate literary elements and explain how they connect to the overall purpose of the text as well as how they develop over the course of the text
use complex strategies to navigate the literal, figurative, and implicit meaning of texts, including the analysis of author's choices, word choice, and language
analyze and interpret a variety of text types and devices
synthesize ideas from sections of the text and multiple texts to generate new understandings and integrate new information

When reading informational texts such as exposition, argumentation, and documents, twelfth-grade students performing at the NAEP Advanced level can likely

analyze and evaluate a variety of organizational structures or types of media (e.g., diagrams, charts, videos, etc.) used in argumentative, persuasive, and informational texts and critique how those structures/text features are used to enhance the effectiveness of the text
synthesize information within and across texts and use it to create and support their own arguments that can go beyond the literal interpretation of the text
critique the effectiveness of sophisticated language use and evaluate an author's stylistic, syntactical, and rhetorical choices based on certain sections of the passage or the passage as a whole, supporting their evaluation with precise text evidence
evaluate the effectiveness of an author's claims, organization, and selection of ideas and evidence used
develop opinions and support these with specific, relevant textual evidence
demonstrate a thorough understanding of the themes and ideas presented

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1992–2007 NAEP Achievement-Level Descriptions

Grade 4
Grade 8
Grade 12

Grade 4

NAEP Basic (208)	Fourth-grade students performing at the NAEPBasic level should demonstrate an understanding of the overall meaning of what they read. When reading text appropriate for fourth-graders, they should be able to make relatively obvious connections between the text and their own experiences and extend the ideas in the text by making simple inferences.
NAEP Proficient (238)	Fourth-grade students performing at the NAEPProficient level should be able to demonstrate an overall understanding of the text, providing inferential as well as literal information. When reading text appropriate to fourth grade, they should be able to extend the ideas in the text by making inferences, drawing conclusions, and making connections to their own experiences. The connection between the text and what the student infers should be clear.
NAEP Advanced (268)	Fourth-grade students performing at the NAEPAdvanced level should be able to generalize about topics in the reading selection and demonstrate an awareness of how authors compose and use literary devices. When reading text appropriate to fourth grade, they should be able to judge text critically and, in general, to give thorough answers that indicate careful thought.

Grade 8

NAEP Basic (243)	Eighth-grade students performing at the NAEPBasic level should demonstrate a literal understanding of what they read and be able to make some interpretations. When reading text appropriate to eighth grade, they should be able to identify specific aspects of the text that reflect overall meaning, extend the ideas in the text by making simple inferences, recognize and relate interpretations and connections among ideas in the text to personal experience, and draw conclusions based on the text.
NAEP Proficient (281)	Eighth-grade students performing at the NAEPProficient level should be able to show an overall understanding of the text, including inferential as well as literal information. When reading text appropriate to eighth grade, they should be able to extend the ideas in the text by making clear inferences from it, by drawing conclusions, and by making connections to their own experiences—including other reading experiences. Proficient eighth-graders should be able to identify some of the devices authors use in composing text.
NAEP Advanced (323)	Eighth-grade students performing at the NAEPAdvanced level should be able to describe the more abstract themes and ideas of the overall text. When reading text appropriate to eighth grade, they should be able to analyze both meaning and form and support their analyses explicitly with examples from the text; they should be able to extend text information by relating it to their experiences and to world events. At this level, student responses should be thorough, thoughtful, and extensive.

Grade 12

NAEP Basic (265)	Twelfth-grade students performing at the NAEPBasic level should be able to demonstrate an overall understanding and make some interpretations of the text. When reading text appropriate to twelfth grade, they should be able to identify and relate aspects of the text to its overall meaning, extend the ideas in the text by making simple inferences, recognize interpretations, make connections among and relate ideas in the text to their personal experiences, and draw conclusions. They should be able to identify elements of an author’s style.
NAEP Proficient (302)	Twelfth-grade students performing at the NAEPProficient level should be able to show an overall understanding of the text which includes inferential as well as literal information. When reading text appropriate to twelfth grade, they should be able to extend the ideas of the text by making inferences, drawing conclusions, and making connections to their own personal experiences and other readings. Connections between inferences and the text should be clear, even when implicit. These students should be able to analyze the author’s use of literary devices.
NAEP Advanced (346)	Twelfth-grade students performing at the NAEPAdvanced level should be able to describe more abstract themes and ideas in the overall text. When reading text appropriate to twelfth grade, they should be able to analyze both the meaning and the form of the text and explicitly support their analyses with specific examples from the text. They should be able to extend the information from the text by relating it to their experiences and to the world. Their responses should be thorough, thoughtful, and extensive.

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Last updated 17 October 2022 (FW)