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Reading in the Classroom: Systems for the Observation of Teaching & Learning

reviewed by William Brown - 2004

coverTitle: Reading in the Classroom: Systems for the Observation of Teaching & Learning
Author(s): Sharon Vaughn and Kerri L. Briggs (Editors)
Publisher: Paul H. Brookes Publishing Company, Baltimore
ISBN: 1557666512 , Pages: 300, Year: 2003
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This book is a collection of articles about various methods for assessing the teaching and learning of reading in the classroom. The foreword was written by Louisa C. Moats, who has been prominent for many years in the field of reading. The editors are associated with the Texas Center for Reading and Language Arts at the University of Texas, Austin. Dr. Briggs is currently serving as Special Assistant to the Assistant Secretary for Elementary and Secondary Education at the U. S. Department of Education, and is associated with implementing the No Child Left Behind Act of 2001.   The main focus of this book is on instruments and methods for observing reading classes. It might have been clearer had the main title been “Observing Reading in the Classroom” instead of the more generic title, since the reader might be led to think that the book will address how best to teach reading—which it does not do.   The book provides a balanced presentation of various styles for assessing the... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 8, 2004, p. 1525-1526
https://www.tcrecord.org ID Number: 11272, Date Accessed: 7/28/2021 3:38:58 PM

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About the Author
  • William Brown
    Lansing Community College, Michigan
    E-mail Author
    WILLIAM BROWN is Director of Institutional Assessment for Lansing (MI) Community College. He has done extensive research in developmental and remedial education. A major study he performed at LCC was instrumental in obtaining Distinguished Certification for the College’s Developmental Reading and Writing Program from the National Association of Developmental Education (NADE) in March 2003, an honor shared at the time with only one other developmental program. His thirty years in K-12 education as a teacher, administrator and researcher includes five years as director of research at Minneapolis Public Schools. He earned the Ph.D. in Research and Quantitative Methods from Michigan State University.
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