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ERIC Number: EJ866359
Record Type: Journal
Publication Date: 2009-Dec
Pages: 8
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1081-3004
"I'm Not Stupid": How Assessment Drives (In)Appropriate Reading Instruction
Dennis, Danielle V.
Journal of Adolescent & Adult Literacy, v53 n4 p283-290 Dec 2009
Middle school students who score below proficient on state reading assessments are often placed in remedial reading programs that focus on phonics and decoding skills and do not acknowledge students' literate abilities. The purpose of this study is to demonstrate the reading abilities of young adolescent readers. Five assessments measuring phonemic awareness, phonics, fluency, vocabulary, and comprehension were administered to 94 students who scored below proficient on a state reading assessment. Cluster analysis revealed four distinct groups of striving adolescent readers. The varying abilities and needs of these populations are presented through profiles of four students, and implications for tiered instructional interventions are discussed. (Contains 2 tables and 1 figure.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A