Write a 640 word count and compare the issues that Mississippi has as relates to assessment and curriculum in the classroom in reading for students. Also, reflect on What is meant by “teaching to the test”? Why does this have such a negative connotation in the schools? Include a peer review article as it relates to curriculum Common Core Standards, and the Foundations of Reading.
Afflerbach, P. (Ed.). (2010). Essential readings on assessment. Newark, DE: International Reading Association.
Allington, R. L. (2005). What really matters for struggling readers: Designing research-based programs (2nd ed.). Boston, MA: Allyn & Bacon.
Allington, R. L., & Walmsley, S. A. (2007). No quick fix, the RTI edition: Rethinking literacy programs in America’s elementary schools. New York, NY: Teachers College Press.
Athans, S. K., & Devine, D. A. (2010). Fun-tastic activities for differentiating comprehension instruction, grades 2-6. Newark, DE: International Reading Association.
Blythe, T., Allen, D., & Powell, B. S. (2007). Looking together at student work (2nd ed.). New York, NY: Teachers College Press.
Fuchs, D., Fuchs, L. S., & Vaughn, S. (Eds.). (2008). Response to intervention: A framework for reading educators. Newark, DE: International Reading Association.
International Reading Association and National Council of Teachers of English. (2010). Standards for the assessment of reading and writing. Newark, DE: author.
Israel, S. E. (2007). Using metacognitive assessments to create individualized reading instruction. Newark, DE: International Reading Association.
Jensen, E. (2005). Teaching with the brain in mind (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Scanlon, D. M., Anderson, Kimberly L. (2010). Using the interactive strategies approach to prevent reading difficulties in an RTI context. In M. Y. Lipson & K. K. Wixon (Eds.), Successful approaches to RTI: Collaborative practices for improving K-12 literacy.
Newark, DE: International Reading Association.
Spear-Swerling, L., & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27(2), 91-103, 122.
Valencia, S. W., & Buly, M. R. (2004). Behind test scores: What struggling readers really need. The Reading Teacher, 57(6), 520-531.