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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Reading Instruction and State Mandated Testing. |
| Quelle | (2003), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Stellungnahme; Academic Standards; Elementary Secondary Education; Instructional Effectiveness; Reading Achievement; Reading Instruction; State Standards; Student Needs; Teacher Role |
| Abstract | Student scores on state mandated tests, to be given annually in grades 3 through 8 and in grade 10, place reading instruction at the apex of the school curriculum. These standards are inherent in No Child Left Behind, a revision of the federally funded Elementary and Secondary Education Act (ESEA). Students are to be able to read on the third grade level by the time they are in the third grade. Since there are penalties for both schools and students if a child should fail to meet federal and state guidelines, this paper discusses what teachers and students can do to avoid failing in the reading curriculum. The paper outlines six specific procedures teachers should follow to help their students achieve reading success. It also explains the current reforms in the teaching of reading and describes how a quality reading program should function. Finally, the paper suggests additional ways, other than state-mandated testing, to assess student achievement. Contains 9 references. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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