Reading comprehension research and testing in the U.S. Undercurrents of race, class, and power in the struggle for meaning.

Autor/in	Willis, Arlette Ingram
Titel	Reading comprehension research and testing in the U.S. Undercurrents of race, class, and power in the struggle for meaning.
Quelle	New York u.a.: Erlbaum (2008), XXXII, 374 S.Verfügbarkeit
Beigaben	Literaturangaben S. 315-361
Zusatzinformation	Inhaltsverzeichnis Verlagsangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-0-8058-5051-2; 978-0-8058-5052-9
Schlagwörter	Bildungstheorie; Ideologie; Methode; Bildungsgeschichte; Chancengleichheit; Intelligenzmessung; Bildungspolitik; Schüler; Leistungsbeurteilung; Schulbuch; Rasse; Leseförderung; Lesen; Leseverstehen; Konstruktivismus; Soziokulturelle Bedingung; Staat; 20. Jahrhundert; Leistungsmessung; Standard; Ethnische Gruppe; Afroamerikaner; Benachteiligtes Kind; USA; Westeuropa
Abstract	This book challenges traditional, sanctioned, and official histories of reading comprehension by examining how ideological and cultural hegemony work to reproduce dominant ideologies through education in general and reading comprehension research and testing specifically. Willis analyzes the ideological and cultural foundations that underpin concepts, theories, research, tests, and interpretations, and connects these to the broader social and political contexts within U.S. history in which reading comprehension research and testing have evolved. The reconstruction of a history of reading comprehension research and testing in this way demystifies past and current assumptions about the interconnections among researchers, reading comprehension research, and standardized reading comprehension tests. A promising vision of the future of reading comprehension research and testing emerges - one that is more complex, multidimensional, inclusive, and socially just. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/3