New England Reading Association Journal

Peer-reviewed journal provides articles, interviews, essays, and research reports of interest to educators. Issues investigated include literacy, classroom practice, and assessment.

Articles from Vol. 39, No. 1, 2003

Assessing and Correcting Reading and Writing Difficulties 2^sup Nd^ Edition
Gunning, Thomas G. (2002). Assessing and Correcting Reading and Writing Difficulties 2^sup nd^ edition. Boston, MA: Allyn & Bacon. O-205-332552A well-known author to reading professionals for many years, Thomas G. Gunning is now Professor Emeritus...
Building Useful Instructional Reading Assessments
As the federal government takes steps to establish a national accountability program for education, we need to strive to make sure that the results will be useful in guiding improved instruction. The overriding assumption should be that what we learn...
Editorial
The articles in this issue consider a broad range of ideas on literacy assessment. They address assessment for varying audiences, purposes, texts and reflect political aspects of this topic. They run the gamut from a focus on informal assessment to high...
High-Stakes Testing Does Not Improve the Teaching or Learning of Reading
. . . so far no federal official has made it clear what theory or what scientific evidence supports continuing, much less, expanding high-stakes testing. No federal official has pointed to any scientific research indicating that testing stimulates improved...
Informing Instruction: Prerequisite for Success
What does "literacy assessment" mean for the classroom teacher in the 21^sup st^ century? The IRA resolution (IRA, 1999) on assessment states two reasons for their use: accountability and to inform instruction. Although we live in this age of high stakes...
Informing Literacy: A New Paradigm for Assessing Nonfiction
John is intently studying the chameleon in his second-grade classroom. He has read about chameleons and their sticky tongues. He is now observing so that he can write a description of chameleons. Katie is busy looking for information about where chameleons...
In Memory of Diane E. Bushner 1946-2002
Diane Bushner passed away after a long illness on December 11, 2002. Dr. Bushner was a graduate of Lesley College, Northeastern University, and Boston University. She worked as a classroom teacher in Cambridge and was the Title I director for Cambridge...
Reading Diagnosis for Teachers: An Instructional Approach 4^sup Th^ Edition
Barr, Rebecca, Camille L. Z. Blachowicz, Claudia Katz, and Barbara Kaufman. (2002). Reading Diagnosis for Teachers: An Instructional Approach 4^sup th^ edition. Boston: Allyn & Bacon. 0-8013-3O57-2In contrast to the Gunning text this 406-page paperback...
Reading Instruction and Assessment: Understanding the IRA Standards
Armbruster, Bonnie B. and Jean H. Osborn. (2002). Reading Instruction and Assessment: Understanding the IRA Standards. Boston, MA: Allyn and Bacon. 0-321-06395-3In 1998, the International Reading Association revised its Standards for Reading Professionals,...
School Testing Law Violates Ethical Principle of "Do No Harm"
A position statement by the Teacher Education faculty and faculty from related disciplinesCentral Connecticut State University, CTAs educational professionals, we would like to voice our opposition to the federal school-testing program referred to as...
Supporting Struggling Readers and Writers: Strategies for Classroom Intervention 3-6
Strickland, Dorothy S., Kathy Ganske, and Joanne K. Monroe. (2002). Supporting Struggling Readers and Writers: Strategies for Classroom Intervention 3-6. Portland, ME: Stenhouse and Newark, DE: International Reading Association. O87207-1766Lest you think...
Teaching Reading: Effective Schools, Accomplished Teachers
Taylor, Barbara M. and P. David Pearson (eds.). (2002). Teaching Reading: Effective Schools, Accomplished Teachers. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. 0-8058-4134-2 (pbk)While this text of readings does not focus on assessment per se,...
The Power and Potential of Electronic Literacy Assessment: Eportfolios and More
When I first learned that the theme of this issue was technology and assessment, I was thrilled! I found that the International Society for Technology in Education (ISTE) (2002) stated that teachers must apply technology in assessing student learning...
Thinking It Through: Re-Examining Our Beliefs about Assessment for Diverse Students
The belief that "good instruction is good instruction," and, by extension, "good assessment is good assessment" is a seductive and tenacious one. In the most general terms, education that is responsive to students' needs, that reflects high expectations...
Using Writing to Assess Student Understanding of Informational Text
Think back to the college exams on which you were required to select four out of five questions and you were really conversant with only three of the topics. Uh-oh! Your fourth essay answers were very likely the subject of some humorous exchanges in...