This study investigated how districts' oral reading fluency assessment policies influenced teachers' thinking and practice in oral reading fluency assessment and instruction. Research suggests that policies are filtered through multiple levels before they reach teachers, so this study examined how factors at the district and building levels influenced and mediated teachers' responses to these oral reading fluency assessment policies.
Data were collected through interviews, observations, think alouds, and documents from teachers, building leaders, and administrators in two districts who had adopted very different oral reading fluency assessment policies. Data analysis revealed that districts sent messages about oral reading fluency assessment and instruction through these policies that were received and acted upon by teachers. The results of this study suggest that these messages and teachers' responses to them were shaped by factors at the district level including the districts' contexts, philosophy and approach to reading, choice of oral reading fluency assessment, and the pressures and supports associated with the districts' policies. The results of this study also suggest that factors at the building level, including building cultures and leadership, mediated the ways in which teachers responded to the policies.
|School:||University of Washington|
|School Location:||United States -- Washington|
|Source:||DAI-A 70/08, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Literacy, Reading instruction, Curriculum development|
|Keywords:||Assessment, Literacy, Oral reading fluency, Policy|
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