Reading on the ACT College Entrance Exam: What can we learn from students' practice test performance?

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Title:	Reading on the ACT College Entrance Exam: What can we learn from students' practice test performance?
Author:	Matthews, Rachel
Abstract:	This study investigated students' strengths and weaknesses on the ACT reading subtest. The study focused on how the existing curriculum of a school might be enhanced to promote students' performance on the assessment. The study addressed four domains of education: learners, learning context, curriculum, and assessment. The participants in the study were 21 African American, 12th grade students who lived in a small, rural Delta town and attended a high-performing charter school. Students in the study took a practice ACT examination, and item performance was analyzed to determine trends. Based on this analysis, curriculum suggestions included support for reading comprehension; instruction of question-answer relationships, questioning the author, and text structure; and intensive vocabulary support.
Description:	Teaching and Learning Department capstone project
Subject:	ACT reading test
LCSH Subject:	Universities and colleges -- Entrance examinations American College Testing Program English language -- Examinations, questions, etc. ACT Assessment Reading (Secondary) -- Ability testing -- United States
URI:	http://hdl.handle.net/1803/3990
Date:	2010

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CapstoneProject_Matthews_RL.doc	962.0Kb	Microsoft Word	View/Open