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Putting The Horse Before The Cart: Utilizing What Assessment Data Reveal About Struggling Young Adolescent Readers To Inform Policy And Instruction, Danielle V. Dennis
In recent years, increased attention has been paid to accelerating the development of struggling young adolescents’ reading skills (Franzak, 2006). It has been widely acknowledged that these students require intensive instruction in reading in order to meet changing societal demands (Allington, 2002; Afflerbach, 2004; Alvermann, 2001; Biancarosa & Snow, 2004). Score reporting from the National Assessment of Educational Progress (NAEP) may demonstrate a dichotomy amongst our young adolescent readers, but the scores do not tell us about the specific needs of individual students. In other words, these levels essentially create two groups: those who can read and those who cannot. Further ...