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50 Years of ERIC
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ERIC Number: EJ817069
Record Type: Journal
Publication Date: 2008-Apr
Pages: 10
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1081-3004
Are Assessment Data Really Driving Middle School Reading Instruction? What We Can Learn from One Student's Experience
Dennis, Danielle V.
Journal of Adolescent & Adult Literacy, v51 n7 p578-587 Apr 2008
More and more, data from standardized assessments are being used to make instructional decisions for struggling middle school readers. Administrators must stop spending money on "silver-bullet" curriculum programs and start spending money on training opportunities that will lead to autonomy and creativity in the classroom. In this article, the author demonstrates how one such program in a school district was inappropriate for one struggling reader and possibly many more. (Contains 3 tables.)
Descriptors: Middle Schools, Educational Opportunities, Reading Instruction, Student Experience, Standardized Tests, Instructional Effectiveness, Classroom Techniques, Institutional Autonomy, Evaluation Utilization, Inferences, Norm Referenced Tests, Criterion Referenced Tests
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A