Teaching Reading Research Paper Thesis Inspiration
In countries that specify the content to be taught at each grade level, standardized tests can test students on what they’ve learned in school.
But in the United States, where schools are all teaching different content, test designers give students passages on a variety of topics that may have nothing to do with what they’ve learned in school—life in the Arctic, for example, or the disappearance of Amelia Earhart.
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Math scores have been flat since 2009 and reading scores since 1998, with just a third or so of students performing at a level the NAEP defines as “proficient.” Performance gaps between lower-income students and their more affluent peers, among other demographic discrepancies, have remained stubbornly wide.
Among the likely culprits for the stalled progress in math scores: a misalignment between what the NAEP tests and what state standards require teachers to cover at specific grade levels.
Wiley Online Library requires cookies for authentication and use of other site features; therefore, cookies must be enabled to browse the site.The statute required states to administer annual reading and math tests to students in grades three through eight and once in high school, and attached hefty consequences if schools failed to boost scores.The law that replaced No Child Left Behind—the Every Student Succeeds Act, enacted in 2015—has eased the consequences but has hardly weakened the emphasis on testing.If they put all the information in, their writing would be tedious.But if readers can’t supply the missing information, they have a hard time making sense of the text.The long-standing view has been that the first several years of elementary school should be devoted to basic reading skills. After all, the argument goes, if kids haven’t learned to read—a task that is theoretically accomplished by third grade—how will they be able to gain knowledge about those subjects through their own reading?The federal No Child Left Behind legislation, enacted in 2001, only intensified the focus on reading.One component of reading is, like math, primarily a set of skills: the part that involves decoding, or making connections between sounds and the letters that represent them.But educators have also treated the other component of reading—comprehension—as a set of skills, when in fact it depends primarily on what readers already know.But what’s the reason for the utter lack of progress in reading scores? C., convened by the federally appointed officials who oversee the NAEP concluded that the root of the problem is the schools teach reading.The current instructional approach, they agreed, is based on assumptions about how children learn that have been disproven by research over the last several decades—research that the education world has largely failed to heed.