Solving the reading crisis--take 2: the case for differentiated assessment.

Area of Science:

• Education
• Psychology
• Linguistics

Background:

• High levels of reading failure persist in schools.
• The narrow view of reading may not effectively address this issue.
• Previous attempts to solve the reading crisis require re-evaluation.

Purpose of the Study:

• To propose a solution to reading failure without relying on the narrow view of reading.
• To re-examine the problem of reading failure in light of critical responses.
• To offer a revised strategy for improving reading outcomes in educational settings.

Main Methods:

• Analysis of five clinical forum responses to an initial article.
• Incorporation of feedback from colleagues on the initial article.
• A conceptual approach to understanding and addressing reading failure.

Main Results:

• Differentiating word recognition from reading comprehension is crucial.
• Subject-specific knowledge is distinct from general reading abilities.
• Current high-stakes assessments may conflate these distinct skills.

Conclusions:

• Eliminating reading failure requires separating word recognition from reading comprehension and subject knowledge in assessments.
• This differentiation highlights a critical issue: knowledge deficiencies in science, history, math, and literature.
• Addressing these knowledge gaps is essential for 21st-century student success.