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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | What Is the Reading Achievement Levels of Our Pupils? |
| Quelle | (1999), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Elementary Secondary Education; Metacognition; Reading Achievement; Reading Instruction; Reading Programs; Reading Tests; Standardized Tests; Student Needs; Testing Problems |
| Abstract | This paper states that today's newspaper and educational journal articles complain that only half the school population can read on grade level. Yet standardized tests are written to spread pupils out from the first to the 99th percentile, or from three or more standard deviations above to three or more standard deviations below the mean. Standardized tests have many weaknesses in describing a pupil's present level of reading achievement. The paper lists 10 weaknesses in standardized tests, followed by five remarks about student reading often seen in news accounts. The paper calls for a vision of "what can be" in a reading program--a vision that practitioners need to articulate to parents, people in the community, and others interested in educating children. It then delineates this forward looking reading program, discussing metacognition skills, the learning environment, actively involved parents, personalized reading instruction, emphasis on the psychology of learning in teaching reading, and diagnosis and remediation in reading. (Contains 10 references.) (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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