An analysis of the article "How Do Your Kids Do at Reading? And How Do You Assess Them?" by David L. Tucker and Jeffrey P. Bakken.
Written in 2006; 1,617 words; 1 sources; MLA; $ 52.95
Paper Summary:
This paper critically analyzes the article "How Do Your Kids Do at Reading? And How Do You Assess Them?", taken from the 'Teaching Exceptional Children' journal, by David L. Tucker and Jeffrey P. Bakken. According to the paper, the article reports that 50% of all students with disabilities have learning disabilities; and that 80% of students with learning disabilities have substantial reading problems.
From the Paper:
"When you judge reading progress based on "errors" or "mistakes," you miss the mark as a teacher of reading, the authors emphasize. "Right and wrong" have a place in math, because numbers don't have subjective sub-texts; they are black and white. But if teachers don't want to turn students off to reading skills by being to exact and strict, then miscue analysis is a way to help students concentrate on the bigger picture, meaning.
Indeed, as a teacher, why be negative when by using miscue analysis as the tool for assessment helps the student zero in on the meaning of what he or she has read, not just the technical correctness of the passage? The authors make the point on page 3 that "instructionally relevant" assessment procedures cry out for the use of miscue analysis; and they quote Goodman"
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