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ED429272 CS013520
Title: Assessing Readiness.
Author(s):Meisels, Samuel J.
Author Affiliation: Center for the Improvement of Early Reading Achievement, Ann Arbor.(BBB34978)
Pages: 37
Publication Date: November 01, 1998
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)
Contract No: R305R70004
Report No: CIERA-R-3-002
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259; Web site: http://www.ciera.org
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Michigan
Journal Announcement: RIESEP1999
In response
to the first of the National Education Goals (1991), which reads,
"all children in America will start school ready to learn,"
this paper addresses four interpretations of the term "readiness"
and the methods that have been devised to assess children's learning
at the outset of formal schooling. The idealist or nativist view
claims that children's proficiency in school is a function of the
child's maturation. The empiricist or environmental view sees readiness
in terms of proficiency with a specific set of skills. The social
constructivist perspective describes readiness as a function of
the meanings and values assigned by an individual school community.
Each of these views presents dilemmas for young children's learning
and teachers' instruction. The paper identifies a fourth view--the
interactionist--as a means for resolving these dilemmas. This perspective
attends both to what children know and to the capacity of schools
to adapt experiences for children who demonstrate different strengths
and needs. The instructional tasks that emerge are grounded in a
comprehensive assessment of the child's skills, knowledge, behaviors,
and accomplishments. Contains 84 references and 3 tables and a figure
of data. (RS)
Descriptors: Definitions; *Learning Readiness; Primary Education;
*Reading Achievement; *Reading Readiness; *School Readiness
