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Reading Comprehension Research and Testing in the U.S : Undercurrents of Race, Class, and Power in the Struggle for Meaning book

یکشنبه 28 تیر 1394  04:20 ب.ظ

Reading Comprehension Research and Testing in the U.S : Undercurrents of Race, Class, and Power in the Struggle for Meaning by Arlette Ingram Willis

Reading Comprehension Research and Testing in the U.S : Undercurrents of Race, Class, and Power in the Struggle for Meaning
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Author: Arlette Ingram Willis
Number of Pages: 408 pages
Published Date: 20 Dec 2007
Publisher: Lawrence Erlbaum Associates Inc
Publication Country: Mahwah, United States
Language: English
ISBN: 9780805850512
File size: 44 Mb
File Name: Reading.Comprehension.Research.and.Testing.in.the.U.S.Undercurrents.of.Race,.Class,.and.Power.in.the.Struggle.for.Meaning.pdf
Download Link: Reading Comprehension Research and Testing in the U.S Undercurrents of Race, Class, and Power in the Struggle for Meaning
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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 emerges-one 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.

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