Reading Tests Today
It is perfectly possible to teach children to read without administering a single reading test. Moreover, reading tests are not always useful in teaching or as fair to minority groups as some writers would prefer (Farr & Roser, 1974; Fry, 1976; Gurney, 1978; Levine, 1976; Newkirk, 1975; Rowley, 1980). Nevertheless, many teachers and curriculum designers have found tests to aid reading instruction (Vincent & Cress well, 1976). For example, teachers are continually monitoring their students’ performance in order to determine what classroom exercise should come next and which students need extra tutoring. These evaluations can be done subjectively by the teacher but not without introducing a source of bias. That is, different teachers may use different standards to judge reading competence. Reading tests ensure that all students are being evaluated in the same manner. Because they are repeatable and comparable across situations, reading tests permit children or even whole schools to be compared with outside standards. Such comparisons make it possible to determine whether a particular school or individual is falling behind and needs additional attention. Reading tests also provide a standard for evaluating new teaching techniques. Some “diagnostic” tests measure performance on several reading subskills, thereby indicating a child’s strengths and weaknesses.
KeywordsReading Comprehension Reading Skill Reading Speed Reading Test Shoe Size
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