"I'm Not Stupid": How Assessment Drives (In)Appropriate Reading Instruction

Middle school students who score below proficient on state reading assessments are often placed in remedial reading programs that focus on phonics and decoding skills and do not acknowledge students' literate abilities. The purpose of this study is to demonstrate the reading abilities of young...

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Veröffentlicht in:	Journal of adolescent & adult literacy Jg. 53; H. 4; S. 283 - 290
1. Verfasser:	Dennis, Danielle V.
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Oxford, UK Blackwell Publishing Ltd 01.12.2009 International Reading Association
Schlagworte:	Academic achievement Achievement Gap adolescence Adolescents assessment Commentary Comprehension Data Analysis Decoding (Reading) diagnostic early adolescence Early Adolescents Early Reading Educational Strategies Educationally Disadvantaged Independent reading inform Informal Reading Inventories Intervention learner Literacy Meta-analysis Middle School Students Middle schools Multivariate Analysis Phonemic Awareness Phonics Placement Tests policy Reading Ability Reading Achievement Reading comprehension Reading Difficulties Reading Instruction Reading Programs Reading Rate Reading research Reading Skills Reading Tests Remedial Reading remediation Selfmonitoring Special Needs Students standardized Standardized tests State Reading Assessments struggling Student Diversity Students Teachers Teaching Teaching Methods topic type Vocabulary United States > US Tennessee
ISSN:	1081-3004, 1936-2706
Online-Zugang:	Volltext
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