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ERIC Number: EJ1048639
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0162-6620
Meeting the Needs of Struggling Readers: Using Reading Assessments in a Graduate-Level Reading Course
Oslick, Mary Ellen; Lane, Hannah
Action in Teacher Education, v36 n5-6 p533-545 2014
The purpose of this research is to share the reading assessments that graduate students selected for their clinical practice with struggling readers. After a careful look at assessments, their place in the recent shift to Response to Intervention (RTI), specifically regarding reading instruction and the preparation of reading specialists/interventionists, this article includes several sample assessments and critiques from reading masters graduate students. Finally, future implications are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A