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Essay / Research Paper Abstract
A 16 page paper That begins with some background information about reading achievement levels and the difficulties teachers have in the classroom. The essay discusses reading fluency and assessing fluency both informally and formally, identifying specific published tests that can be used as well as suggestions for improving a student's fluency. The writer also discusses curriculum-based assessment and self-assessment. The essay concludes with the test the writer would use to assess a new student in a middle school who was having difficulties with reading. Abstract included. Bibliography lists 11 sources.
Page Count:
16 pages (~225 words per page)
File: MM12_PGrdas6.RTF
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Unformatted sample text from the term paper:
Behind Act, which requires all students to read at grade level by 2014 led to states adopting standards teachers are expected to meet. Research seems to suggest this mandate will
not be met. More than half of middle school students fail to satisfy their respective state standards. Part of the problem is the increasing diversity in classrooms and part of
the problem is that states have focused on early intervention rather than on intervention throughout all grade levels. In recent years, reading fluency has become a focal point in terms
of reading proficiency and for good reason. Reading fluency has been directly linked to reading comprehension. This is another area in reading teachers need to consider when assessing and instructing.
The focus of this essay is assessing reading skills. Informal approaches for assessing fluency are discussed, including accuracy, which has to do with the students ability to decode words automatically.
The essay also identifies some of the many formal assessment instruments and identifies the one that would be used for the student described. State of Reading Performance
The No Child Left Behind Act requires all students to gain grade-level proficiency in reading by 2014 (Manzo, 2005). Although progress has been made, it has not been adequate and
recent studies suggest that goal will not be achieved (Manzo, 2005). A Rand report stated that reading has improved in the primary grades "but many children are not moving beyond
basic decoding skills to fluency and comprehension" (Manzo, 2005, p. 9). The proportion of middle school students who pass their states reading assessment "ranges from 21 percent in South
Carolina to 94 percent in Massachusetts" (Manzo, 2005, p. 9). In 12 states, less than half of the students pass their tests (Manzo, 2005). On national tests, the data are
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