Volume 12, Issue 1 (1983)
A Reaction to Reading Assessment and Intervention: A Broadening of Perspective
William A. Henk, John E. Readence, George E. Mason
ABSTRACT: This commentary addresses an issue of the School Psychology Review which was devoted to the theme of reading assessment and intervention. The perspective of this commentary is that of reading specialists monitoring the nature and breadth of the information transmitted to the school psychology audience. A critical review of the nine feature articles revealed that the data were essentially accurate and consistent with sound principles of reading education. On a less positive note, it was concluded that varying reading positions did not receive equal representation. A disproportionate emphasis was placed on the “bottom-up”model of reading to the virtual exclusion of “top-down” and interactive models. Further, it was suggested that the issue clearly focused on assessment and that the few articles concerned with intervention were not directed to the disabled learner at all. The coordinating role of the school psychologist was discussed as were specific criticisms of the articles.
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