ERIC Number: ED458533
Record Type: Non-Journal
Publication Date: 1996-Sep
Reference Count: N/A
The Identification of "Need" in Reading.
Thomas, Gary; Davis, Pauline
To discover how far judgments about need are consistent across schools, a national sample of special needs coordinators was asked to say how many children with reading difficulties existed in their schools. Responses from schools where mean levels of reading were high were compared with those where mean levels were lower. Analysis indicates that perception of reading difficulty tends to vary with the level of reading in the school: in schools where mean levels are higher, a child is more likely to be considered to have a reading difficulty than an equivalent child in a school where mean levels are lower. It is concluded that increasing use of within-school assessment raises the danger of resources being diverted away from those most in need. (Contains 19 references, a table, and 3 figures of data.) (RS)
Descriptors: Comparative Analysis, Elementary Education, Foreign Countries, Labeling (of Persons), National Surveys, Reading Achievement, Reading Difficulties, Special Needs Students, Student Evaluation, Testing Problems
For full text: http://brs.leeds.ac.uk/educol/documents/000000054.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom