Reading in a disadvantaged high school : issues of accomplishment, assessment and accountability

Abstract

Findings from a two-year project, which investigated the entry-level English reading skills of Grade 8 non-primary speakers of English, are presented. The article raises some theoretical and methodological issues related to reading development and assessment in schools. The generally poor reading skills of many learners entering high school raise questions about current classroom practices and disparities in literacy accomplishment in primary schools. By making our findings available to scholarly scrutiny, we wish to stimulate discussion on reading instruction and assessment in schools, and educational accountability, and so hope to encourage further research and discussion in this field.

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