Literaturnachweis - Detailanzeige
| Autor/in | Goodwin, Delton D. |
|---|---|
| Institution | ERIC Clearinghouse for Junior Colleges, Los Angeles, CA.; American Association of Junior Colleges, Washington, DC. |
| Titel | Measurement and Evaluation in Junior College Reading Programs. |
| Quelle | 6 (1971) 2, (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Developmental Reading; Individualized Reading; Measurement Techniques; Readability; Reading Diagnosis; Reading Programs; Reading Tests; Remedial Reading; Research Reviews (Publications); Sequential Approach; Two Year Colleges |
| Abstract | This Research Review mentions that, although few tests are designed specifically for junior colleges, 85 percent of junior college reading programs use standardized reading tests for diagnostic purposes. Many colleges require that students who score below a pre-determined level on college placement or reading exams be placed in developmental or remedial classes. Computers are often used to find students with reading difficulties and place them in appropriate classes. The range in reading ability in junior colleges is often ten or more levels. This spread in abilities and interests of students makes it necessary to have multi-level instruction in class. Each student is assigned a starting level and proceeds at his own rate through a reading-skill sequence. Because reading is an individualized matter, a uniform measure cannot be used to evaluate performance. Students should try to evaluate their own reading performance through the educational objectives set up for them. Special classes for deaf, illiterate, or adult students are usually restricted. The four standardized tests most often selected by junior college reading instructors are the Nelson-Denny Reading Test, Iowa Silent Reading Test, California Reading Test, and Co-operative Reading Test. (CA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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