Publisher's Synopsis
n this article, the authors draw from the results of an empirical study of students who failed a typical fourth-grade state reading assessment. Specifically, they describe the patterns of performance that distinguish different groups of students who failed to meet standards. Suggestions for what classroom teachers need to know and how they might help these children succeed are offered.|n this article, the authors draw from the results of an empirical study of students who failed a typical fourth-grade state reading assessment. Specifically, they describe the patterns of performance that distinguish different groups of students who failed to meet standards. Suggestions for what classroom teachers need to know and how they might help these children succeed are offered.
