ERIC Number: EJ696727
Record Type: Journal
Publication Date: 2004-Nov
Reference Count: N/A
Reading Assessments in Kindergarten through Third Grade: Findings from the Center for the Improvement of Early Reading Achievement
Paris, Scott G.; Hoffman, James V.
Elementary School Journal, v105 n2 p199 Nov 2004
Assessment of early reading development is important for all stakeholders. It can identify children who need special instruction and provide useful information to parents as well as summative accounts of early achievement in schools. Researchers at the Center for Improvement of Early Reading Achievement (CIERA) investigated early reading assessment in a variety of studies that employed diverse methods. One group of studies used survey methods to determine the kinds of assessments available to teachers and the teachers' reactions to the assessments. A second group of studies focused on teachers' use of informal reading inventories for formative and summative purposes. In a third group of studies, researchers designed innovative assessments of children's early reading, including narrative comprehension, adult-child interactive reading, the classroom environment, and instructional texts. The CIERA studies provide useful information about current reading assessments and identify promising new directions.
Descriptors: Program Effectiveness, Early Reading, Grade 3, Researchers, Classroom Environment, Reading Achievement, Informal Reading Inventories, Parent Child Relationship, Reading Difficulties
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: email@example.com
Publication Type: Journal Articles
Education Level: Kindergarten
Authoring Institution: N/A