A Tale of Unintended Consequences

Autor/in	Corn, Jennifer
Titel	A Tale of Unintended Consequences
Quelle	In: Educational Leadership, 64 (2006) 3, S.74-78 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Drills (Practice); Standardized Tests; Speed Reading; School Districts; Limited English Speaking; Reading Rate; Elementary School Teachers; Reading Fluency; Scores; English (Second Language); Language Arts; Reading Comprehension; Reading Ability; California + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Schnelllesen; School district; Schulbezirk; Reading readiness; Reading speed; Lesegeschwindigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachkultur; Leseverstehen; Reading competence; Lesekompetenz; Kalifornien
Abstract	A teacher of Limited English Proficient elementary students in California describes how she put her students through daily timed read-aloud drills to boost their scores on a benchmark assessment of reading rate that her school district required. Corn briefly reviews the rationale behind measuring reading rate as an indicator of fluency. The reason her school district gave for emphasizing speed was that increasing students' reading rate would improve their scores on the California Standardized Test. Corn's school was in its fourth year as a school needing improvement under NCLB, threatened with closure if scores didn't rise. But her students' scores on the CST and other tests at year's end revealed that even daily speed reading drills had not helped many students meet the district's benchmark for speed. Worse, they had not helped raise scores on the CST. Corn discusses how the stress on speed had unintended bad consequences. She proposes a more balanced assessment of fluency. (Contains 1 endnote.) (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10