ERIC ED136596: Issues in Evaluating Reading. Linguistics pdf

ERIC ED136596: Issues in Evaluating Reading. Linguistics

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Six papers are included in this collection. “How Misconceptions about Language Affect Judgments about Intelligence,” by Roger W. Shuy, and “The Cultural Context of Learning to Read,” by R. P. McDermott, deal with contexts in which evaluation of a student’s reading are made: a teacher’s direct evaluation of a student’s reading performance, and a teacher’s interpretation of a student’s performance on a reading test take place within the context of what the teacher thinks of that student’s general level of cognitive abilities. “Criteria for Evaluating Readiness: ‘When Is a Child Intelligent Enough to Read?’,” by Stanley F. Wanat, and “Consumer Awareness in Testing Reading,” by William Eller and Roger Farr, discuss the content, form, and use of standardized reading tests. In his paper entitled “What Should Early Reading Tests Measure?”, J. Jaap Yuinman stresses the need for close correspondence between what is tested and what is taught, and “IQ Is and Is Not Related to Reading,” by Harry Singer, deals with the variable relationship between IQ and reading dependent on the nature and difficulty of the task, the capabilities of the reader, the time allowed for learning, the quality of instruction, and the nature of the tests

used for assessing intelligence and reading. Eight pages of references conclude the volume. (CLK

• Creator/s: ERIC
• Date: 1977-03
• Year: 1977
• Book Topics/Themes: ERIC Archive, Applied Linguistics, Cultural Influences, Intelligence, Intelligence Quotient, Language Attitudes, Language Research, Linguistic Theory, Linguistics, Reading, Reading Readiness, Reading Readiness Tests, Reading Research, Reading Skills, Reading Tests, Teacher Attitudes

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