NotesFAQContact Us
Search Tips
ERIC Number: ED063093
Record Type: RIE
Publication Date: 1972-May-12
Pages: 6
Abstractor: N/A
Reference Count: 0
Evaluating Reading Growth.
Hamilton, Jean F.
Reading instruction aims at developing meaning and understanding; achievement of its goals depends on the continuous, consistent, and systematic evaluation of all aspects of a reading program. Since isolated skills have little value unless related to some pattern with built-in, designated levels of achievement, reading should be taught as a closely knit system of experiences, principles, and processes. Both instruction and evaluation should be planned and constructed with care. Evaluative procedures used to measure reading progress must focus on all aspects of a balanced and sound program and must be both reliable and valid. In its fullest sense, reading evaluation should (1) focus on new knowledge uncovered through basic and applied research studies, (2) provide opportunities for teachers to become fully involved in the evaluation process, and (3) determine if the breadth, depth, and scope is adequate for present and future reading needs. As individualized reading instruction demands complete records of reading growth, advances in technology can help lighten the work load of the teachers. (AW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: A paper presented at the annual convention of the International Reading Association (17th, Detroit, Mich., May 10-13, 1972)