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Theory Into Practice Volume 40, 2001 - Issue 3: Already Reading: Children, Texts, Contexts
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Original Articles

Taking Our Seats: The Consequences of Positioning in Reading Assessments

Patricia E. Enciso
Pages 166-174 | Published online: 24 Jun 2010

Citations (6)

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Read on this site (2)

Elizabeth Dutro & Makenzie Selland. (2012) “I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School. Curriculum Inquiry 42:3, pages 340-367.
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CathleenG. Spinelli. (2008) Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners. Reading & Writing Quarterly 24:1, pages 101-118.
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Articles from other publishers (4)

Katherine K. Frankel, Susan S. Fields, Jessica Kimball-Veeder & Caitlin R. Murphy. (2018) Positioning Adolescents in Literacy Teaching and Learning. Journal of Literacy Research 50:4, pages 446-477.
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Dennis S. Davis & Angeli Willson. (2015) Practices and Commitments of Test-centric Literacy Instruction: Lessons From a Testing Transition. Reading Research Quarterly 50:3, pages 357-379.
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Elizabeth Dutro, Makenzie K. Selland & Andrea C. Bien. (2013) Revealing Writing, Concealing Writers. Journal of Literacy Research 45:2, pages 99-141.
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Angela Notari-Syverson, Angela Losardo & Young Sook Lim. (2016) Assessment of Young Children from Culturally Diverse Backgrounds: A Journey in Progress. Assessment for Effective Intervention 29:1, pages 39-51.
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