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Children and Reading Tests

reviewed by Mary Juzwik - 2002

coverTitle: Children and Reading Tests
Author(s): Clifford Hill & Eric Larsen
Publisher: ABLEX Publishing Company, Westport, CT
ISBN: 1567504442, Pages: , Year: 2000
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Children and Reading Tests impressively documents and theorizes the struggles over meaning that occur when children take standardized tests. Working from developmental and ethnocultural perspectives on literacy and learning, the authors Clifford Hill and Eric Larsen "view individual identity in modern society as complex: not only does it reflect various influences associated with age, gender, socioeconomic class, and ethnocultural group, but each of these variables is itself complex" (p. 345). The authors combine this transcultural assumption about identity with a pragmatic view of interpretive practice to empirically reveal the particularity of children’s transactions with reading tests. In their analysis, the authors compare cultural differences between African American and European American children, as well as developmental differences between adult and child readers. In order to explain children’s experiences interacting with twenty-two question and completion tasks from a third grade reading test, this book provides a discourse analysis of the test, of interviews with children about their experiences taking it, and of exploratory probes testing hypotheses from the first two... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 104 Number 1, 2002, p. 10-12
https://www.tcrecord.org ID Number: 10754, Date Accessed: 6/23/2021 8:28:04 AM

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About the Author
  • Mary Juzwik
    University of Wisconsin-Madison
    E-mail Author
    Mary Juzwik is a doctoral candidate in English at the University of Wisconsin-Madison, and her research interests include literacy learning, classroom discourse, rhetorical theory, and curriculum development. Recent publications include “Our Ithacas: A Ninth Grade Reflection” in English Journal (1999) and “A Vision of the Possible: How Adolescents Built a Rhetoric about Place” in Ohio Journal of English Language Arts (1999). Current projects include a study of middle school classroom discourse about the Holocaust, and a study examining the uptake of first year composition curriculum reforms by teachers and students.
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