Graduate Research Papers

Availability

Open Access Graduate Research Paper

Abstract

The assessment of reading achievement is a topic of concern in the field of reading education today. The debate over appropriate assessment of reading achievement stems from changes in reading theory and instruction that have taken place as a result of reading research conducted during the past 20 years. Through this research, educators have come to view reading as an interactive process whereby meaning is constructed by the interaction of the reader and the text (Rosenblatt, 1987; Pearson, 1985). The reading process requires readers to bring meaning to print, not just to decode the written symbols (Smith, 1976).

Year of Submission

1994

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Jeannie L. Steele

Second Advisor

Penny L. Beed

Comments

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Date Original

1994

Object Description

1 PDF file (84 leaves)

Language

en

File Format

application/pdf

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Education Commons

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