ERIC Number: ED337764
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
A Nationwide U.S. Survey of Classroom Teachers' and Remedial Reading Teachers' Perceptions and Knowledge about Assessment of Disabled Readers: A Quantitative Analysis.
International Reading Association, Newark, DE.
A study examined classroom teachers' and remedial reading teachers' perceptions and knowledge about assessment of disabled readers. Surveys were returned by 198 teachers chosen randomly from the membership roll of the International Reading Association. Twenty-nine nonrespondents were contacted by phone and responded orally: no significant difference was found between the results of these respondents and results from the other group, and the data for both groups were combined. Results indicated: (1) fewer classroom teachers than remedial reading teachers believed they had adequate knowledge for relating assessment results to instruction; (2) fewer respondents with Bachelor's degrees than those with graduate degrees believed themselves capable of judging the adequacy of assessment instruments; (3) teachers across all categories reported always using daily informal observations with disabled readers; (4) metacognitive strategy use was most frequently specified as never being used; (5) most respondents reported much knowledge of a greater number of assessment instruments/procedures than they actually used; (6) daily informal observations, portfolios, informal reading inventories, and running records were the instruments/procedures reported as quite accurate; (7) some categories of respondents found standardized tests, end-of-level basal reader test, process-oriented assessment, and measures of amount of recreational reading to be inaccurate; and (8) respondents indicated that most (but not all) of the instruments/procedures they always use reflect the current interest in a whole language orientation to literacy instruction. (Four charts of data are included; the survey form and 81 tables of data are attached.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.
Identifiers - Location: United States