dc.contributor.advisor | Dalton, Bridget | |
dc.contributor.author | Matthews, Rachel | |
dc.date.accessioned | 2010-04-09T19:06:03Z | |
dc.date.available | 2010-04-09T19:06:03Z | |
dc.date.issued | 2010 | |
dc.identifier.uri | http://hdl.handle.net/1803/3990 | |
dc.description | Teaching and Learning Department capstone project | en_US |
dc.description.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. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Vanderbilt University. Peabody College | en_US |
dc.subject | ACT reading test | en_US |
dc.subject.lcsh | Universities and colleges -- Entrance examinations | en_US |
dc.subject.lcsh | American College Testing Program | en_US |
dc.subject.lcsh | English language -- Examinations, questions, etc. | en_US |
dc.subject.lcsh | ACT Assessment | en_US |
dc.subject.lcsh | Reading (Secondary) -- Ability testing -- United States | en_US |
dc.title | Reading on the ACT College Entrance Exam: What can we learn from students' practice test performance? | en_US |
dc.type | Capstone | en_US |
dc.description.college | Peabody College of Education and Human Development | en_US |
dc.description.school | Vanderbilt University | en_US |
dc.description.department | Department of Teaching and Learning | en_US |