Peer reviewed
Direct linkERIC Number: EJ1048639
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
Meeting the Needs of Struggling Readers: Using Reading Assessments in a Graduate-Level Reading Course
Oslick, Mary Ellen; Lane, Hannah
Action in Teacher Education, v36 n5-6 p533-545 2014
The purpose of this research is to share the reading assessments that graduate students selected for their clinical practice with struggling readers. After a careful look at assessments, their place in the recent shift to Response to Intervention (RTI), specifically regarding reading instruction and the preparation of reading specialists/interventionists, this article includes several sample assessments and critiques from reading masters graduate students. Finally, future implications are discussed.
Descriptors: Reading, Reading Difficulties, Reading Instruction, Reading Improvement, Special Needs Students, Graduate Students, Response to Intervention, Reading Tests, Reading Consultants, Evaluation, Screening Tests, Progress Monitoring, Teacher Education Programs, Teacher Education Curriculum, Phonological Awareness, Phonics, Reading Fluency, Vocabulary, Reading Comprehension, Teaching Methods, Scoring Rubrics, Evaluation Methods, Educational Practices
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
