This book challenges traditional, sanctioned, and official histories of reading comprehension by examining how ideological and cultural hegemony work to reproduce dominant ideologies through education in general and reading comprehension research and testing specifically. Willis analyzes the ideological and cultural foundations that underpin concepts, theories, research, tests, and interpretations, and connects these to the broader social and political contexts within U.S. history in which reading comprehension research and testing have evolved. The reconstruction of a history of reading comprehension research and testing in this way demystifies past and current assumptions about the interconnections among researchers, reading comprehension research, and standardized reading comprehension tests. A promising vision of the future of reading comprehension research and testing emergesaone that is more complex, multidimensional, inclusive, and socially just. Reading Comprehension Research and Testing in the U.S. aims to revolutionize how reading comprehension is conceived, theorized, tested, and interpreted for all children. This is a critically relevant volume for educational researchers, teacher educators, school administrators, teachers, policy makers, and all those concerned with school literacy and educational equity.Undercurrents of Race, Class, and Power in the Struggle for Meaning Arlette Ingram Willis ... of passages for Grades 3 through 12: Level One for Grades 3 through 5; Level Two for Grades 6 through 8; and Level Three for Grades 9 through 12.
|Title||:||Reading Comprehension Research and Testing in the U.S.|
|Author||:||Arlette Ingram Willis|
|Publisher||:||Routledge - 2008|