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ERIC Number: EJ766282
Record Type: Journal
Publication Date: 2006-Nov
Pages: 5
Abstractor: Author
Reference Count: 3
ISSN: ISSN-0013-1784
A Tale of Unintended Consequences
Corn, Jennifer
Educational Leadership, v64 n3 p74-78 Nov 2006
A teacher of Limited English Proficient elementary students in California describes how she put her students through daily timed read-aloud drills to boost their scores on a benchmark assessment of reading rate that her school district required. Corn briefly reviews the rationale behind measuring reading rate as an indicator of fluency. The reason her school district gave for emphasizing speed was that increasing students' reading rate would improve their scores on the California Standardized Test. Corn's school was in its fourth year as a school needing improvement under NCLB, threatened with closure if scores didn't rise. But her students' scores on the CST and other tests at year's end revealed that even daily speed reading drills had not helped many students meet the district's benchmark for speed. Worse, they had not helped raise scores on the CST. Corn discusses how the stress on speed had unintended bad consequences. She proposes a more balanced assessment of fluency. (Contains 1 endnote.)
Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001