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Reading on the ACT College Entrance Exam: What can we learn from students' practice test performance?

dc.contributor.advisorDalton, Bridget
dc.contributor.authorMatthews, Rachel
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractThis 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.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectACT reading testen_US
dc.subject.lcshUniversities and colleges -- Entrance examinationsen_US
dc.subject.lcshAmerican College Testing Programen_US
dc.subject.lcshEnglish language -- Examinations, questions, etc.en_US
dc.subject.lcshACT Assessmenten_US
dc.subject.lcshReading (Secondary) -- Ability testing -- United Statesen_US
dc.titleReading on the ACT College Entrance Exam: What can we learn from students' practice test performance?en_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.schoolVanderbilt Universityen_US
dc.description.departmentDepartment of Teaching and Learningen_US

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