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Assessment Selection for Multilingual Learners' Reading Development
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Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Oh, Min Hyun – Reading Teacher, 2021
This study examined multilingual learners' achievement and growth in their language and literacy skills. Fifty-two multilingual students in Grades 2 and 4 with varying levels of English proficiency from Spanish-speaking homes in the American South participated in this study. They were assessed on English reading comprehension (RC), English word…
Descriptors: Elementary School Students, Bilingual Students, Multilingualism, Limited English Speaking
A Historically Responsive Literacy Model for Reading and Mathematics
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Muhammad, Gholnecsar E.; Ortiz, Nickolaus A.; Neville, Mary L. – Reading Teacher, 2021
According to data from the National Assessment of Educational Progress, or NAEP, the U.S. educational system has consistently failed Black and Brown children across both reading and mathematics. Educational research has further uncovered the ways that reading and mathematics assessment and curriculum are often biased and culturally and…
Descriptors: National Competency Tests, Reading Achievement, Mathematics Achievement, African American Students
When Students Perform at the below Basic Level on the NAEP: What Does It Mean and What Can Educators Do?
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Hiebert, Elfrieda H. – Reading Teacher, 2022
According to interpretations of results from the latest oral reading fluency (ORF) study conducted by the National Assessment of Educational Progress (White et al., 2020), fourth-grade students who score below the basic standard require interventions that focus on word recognition, phonological decoding, and fluency. Before such mandates for…
Descriptors: National Competency Tests, Reading Tests, Oral Reading, Reading Fluency