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ERIC Number: ED463526
Record Type: Non-Journal
Publication Date: 1997-Jul
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Testing the Whole Class: What Impact Does It Have?
Rhodes-Kline, Anne K.
Reading Recovery (RR), a one-on-one short-term intervention program for first-grade children at risk for literacy failure, targets the lowest 20% of a first-grade classroom. Currently, program guidelines specify that the kindergarten teacher recommend a list of children to be tested for the program. All recommended children are administered an assessment, the Observation Survey, which measures literacy skills. The children who score the lowest are taken into the program first, and the remaining children are placed on a waiting list. Some schools in Maine have adopted the practice of testing all entering first graders with the Observation Survey, as a beginning benchmark of progress for all children in the school system. A study addressed this issue quantitatively. Data were collected as part of the RR program in Maine during the 1995-96 school year. Two questions were explored: Is testing the entire class related to whether any at-risk children are ultimately not served by Reading Recovery? and Does testing the entire class more accurately delineate waiting list and RR children from their not-at-risk peers? Results indicate that although schools that test the whole class had a smaller (7% versus 19%) chance of failing to identify children in the fall school term who later went without needed services, the Chi square test did not reach statistical significance. On the whole, it appears that Maine kindergarten teachers do a good job of identifying the right children for testing. (NKA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Maine Univ., Orono. Center for Early Literacy.
Identifiers - Location: Maine