Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAQ0PZo04053; Thu, 25 Nov 2004 19:25:35 -0500 (EST) Date: Thu, 25 Nov 2004 19:25:35 -0500 (EST) Message-Id: <BDCBD37B.451A%varshna@grandecom.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: Varshna Narumanchi-Jackson <varshna@grandecom.net> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:781] Re: Grade Level and Adult Learners X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; Status: O Content-Length: 734 Lines: 17 I hope someone is interested in having a discussion on why grade level equivalencies make sense to adults. I can only imagine that if I were assessed as having a 5th grade reading level, I might: A) feel discouraged that I am being compared to a 10 year old, B) fail to understand what 'reading at a 5th grade level' means in the context of what I have to be able to read to do -- at home, in the community, at work -- as an adult, and C) wonder how long, if ever, it will take me to read on a level that will allow me to meet my goals, especially if my goals are context-dependent; that is, I don't need to be as highly-proficient a reader at work as I do when I am helping my child with her homework. Varshna Jackson Austin, TX
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