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Are Assessment Data Really Driving Middle School Reading Instruction? What We Can Learn From One Student's Experience
Author(s) -
Dennis Danielle V.
Publication year - 2008
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.51.7.5
Subject(s) - reading (process) , creativity , psychology , mathematics education , curriculum , pedagogy , autonomy , political science , social psychology , law
More and more, data from standardized assessments are being used to make instructional decisions for struggling middle school readers. Administrators must stop spending money on “silver‐bullet” curriculum programs and start spending money on training opportunities that will lead to autonomy and creativity in the classroom. In this article, the author demonstrates how one such program in a school district was inappropriate for one struggling reader and possibly many more.