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OverviewThe increasing reliance of our educational system on standardized tests has precipitated a national debate. This debate, however, has proceeded with little attention to the tests themselves. This book makes a scholarly contribution to the debate by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what they read. Full Product DetailsAuthor: Clifford Hill , Eric LarsenPublisher: Bloomsbury Publishing Plc Imprint: Praeger Publishers Inc Volume: No. 65 Dimensions: Width: 15.20cm , Height: 2.50cm , Length: 22.90cm Weight: 0.612kg ISBN: 9781567504453ISBN 10: 1567504450 Pages: 434 Publication Date: 16 February 2000 Recommended Age: From 7 to 17 years Audience: College/higher education , Professional and scholarly , Undergraduate , Postgraduate, Research & Scholarly Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsIntroduction Context of Study esting Reader Parsimony Truncated Narratives Excerpted Narratives Gapped Narratives Testing Reader Flexibility Shifting Frames Resolving Polarities Changing Registers Conclusions Implications of the Study Glossary References Author Index Subject IndexReviewsAuthor InformationCLIFFORD HILL holds an endowed chair—the Arthur I. Gates Professorship of Language and Education—at Columbia University, where he also chairs the Department of International and Transcultural Studies at Teachers College./e In addition, he directs the Program in African Languages at the Institute of African Studies, which is housed in the School of International and Public Affairs. ERIC LARSEN is Adjunct Professor and instructor at the Department of International and Transcultural Studies at Teachers College, Columbia University. Tab Content 6Author Website:Countries AvailableAll regions |
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