The Impact of High-Stakes Assessments on Beliefs about Reading, Perceptions of Self-as-Reader, and Reading Proficiency of Two Urban Students Retained in Third Grade

dc.creator	Prisca Martens
dc.date	2007-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:24:44Z
dc.date.available	2015-07-20T22:24:44Z
dc.identifier	1937-3929
dc.identifier	https://doaj.org/article/b49c06822276409c9581283cea5ccb91
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21230
dc.description	This yearlong study explores the perceptions of self-as-reader, beliefs about reading, and reading proficiency of two urban students retained in third grade on the basis of high-stakes assessment scores. The data presented focus on four individual reading and retrospective miscue analysis (RMA) sessions each student had with the researcher across one school year. When the study began, the students were less focused on reading for meaning and did not perceive themselves as good readers. In RMA sessions the students read and retold stories and then analyzed high quality miscues with the researcher facilitating their revaluation of reading as a process of constructing meaning and themselves as capable readers. Findings show that while the students grew in their understanding of the reading process and in their reading proficiency, they did not fully change their perceptions of themselves as readers. Thus the impact of the high-stakes assessment superseded the understanding the students gained while participating in more authentic reading experiences.
dc.language	English
dc.publisher	East Carolina University
dc.relation	http://www.joci.ecu.edu/index.php/JoCI/article/view/5/7
dc.relation	https://doaj.org/toc/1937-3929
dc.source	Journal of Curriculum and Instruction, Vol 1, Iss 1, Pp 48-64 (2007)
dc.subject	reading proficiency
dc.subject	beliefs about reading
dc.subject	beliefs about self
dc.subject	miscue analysis
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The Impact of High-Stakes Assessments on Beliefs about Reading, Perceptions of Self-as-Reader, and Reading Proficiency of Two Urban Students Retained in Third Grade
dc.type	article