TY - BOOK
T1 - Reading Comprehension Research and Testing in the U.S.
T2 - Undercurrents of Race, Class, and Power in the Struggle for Meaning
AU - Willis, Arlette I
PY - 2008/10/24
Y1 - 2008/10/24
N2 - 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.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.
AB - 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.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.
UR - http://www.scopus.com/inward/record.url?scp=84909057293&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84909057293&partnerID=8YFLogxK
U2 - 10.4324/9780203928608
DO - 10.4324/9780203928608
M3 - Book
AN - SCOPUS:84909057293
SN - 9780805850529
SN - 9780805850512
BT - Reading Comprehension Research and Testing in the U.S.
PB - Taylor and Francis
ER -