This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms , was originally conceived as the major outcome from an international seminar on reading assessment ...held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels. Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.
This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held ...in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels. Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.
This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held ...in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels.Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.
Students with School Failure Trajectories Salinger, Terry
Keeping Students Safe and Helping Them Thrive : A Collaborative Handbook on School Safety, Mental Health, and Wellness,
2019
Reference
Despite what is known about the prevention of reading difficulties in young learners, many students reach upper elementary and middle school without having acquired strategies and skills to become ...strong, independent readers. Intervention that helps students build on what they know about reading and learn new skills is more successful than repetition of instructional practices that are appropriate for earlier grades.
This second book focuses directly on the classroom, on the challenges individual teachers face in classroom-based assessment, and how these challenges have been and are being met in a range of ...international contexts.
The International Reading Assn. (IRA), in collaboration with the Center for the Study of Reading (CSR) and the National Council of Teachers of English (NCTE), has been developing standards for the ...English language arts. The project was aimed at producing a document on standards for the use of teachers, policy makers, parents, and others and was also meant to create new meanings for being literate. Standards as learning targets are seen to play a significant role in the achievement of educational reform, both in the classroom and within larger educational units.
Summarizes the development of English language arts standards and discusses the role standards might play in achieving educational reform, both in the classroom and within larger educational units. ...(SR)
Discusses findings from research with the South Brunswick, New Jersey, schools--where an Early Literacy Portfolio was in use across the district for over five years. Finds that instruction and ...assessment were more closely aligned than in the past and that teachers felt confident in their abilities to make sound instructional decisions and to communicate meaningfully with parents. (RS)
