ERIC Number: ED490977
Record Type: Non-Journal
Publication Date: 2005-Dec
Reference Count: 10
Analysis of State K-3 Reading Standards and Assessments. Final Report
Schenck, E. Allen; Walker, Douglas R.; Nagel, Carrie R.; Webb, Loretta C.
US Department of Education
This report addresses the relationship between state content standards and assessments and the essential components of effective reading instruction. The extent to which the essential components are addressed in the standards and assessments indicates the extent to which states have integrated the essential components into their reading curriculum. This report describes reviews of state assessments and standards, the purpose of which was twofold: (1) to evaluate the degree to which state reading content standards for K-3 students reflected expectations for learning in these five essential areas of effective reading instruction; and (2) to determine the extent to which state assessments administered in the K-3 grade span plays a role in the measurement of Reading First outcomes in the five areas. Appended are: (1) National Reading Panel Description of the Essential Components of Reading Instruction; (2) Stratified Random Sample of 20 States; (3) Documentation Used in Review of State K-3 Reading Standards in 2003-04; (4) Standards Review Instrument; (5) State Assessment Review Form Sample Page; and (6) Results of Analyses of Ratings of State K-3 Reading Standards. (Contains 7 figures and 3 tables.) [This report was prepared for the Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development, U.S. Department of Education.]
Descriptors: Reading Instruction, State Standards, Academic Standards, Student Evaluation, Primary Education, Reading Achievement, Reading Tests, Reading Comprehension, Vocabulary Development, Core Curriculum
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Information Analyses; Reports - Evaluative; Tests/Questionnaires
Education Level: Elementary Education
Authoring Institution: Department of Education, Washington, DC.; RMC Research Corp., Arlington, VA.; McKenzie Group, Washington, DC.