One Reading Specialist's Response to High-Stakes Testing Pressures

Abstract

The article discusses the struggles experienced by a reading specialist to respond to the pressures posed by the Texas Assessment of Knowledge and Skills (TAKS). Teachers and reading specialists alike are under pressures to get their students to pass TAKS standardized test. The anxiety and pressures are affecting the quality of reading instruction and professional beliefs of teachers. Due to the testing pressure, the reading instruction has to be changed, from rich and authentic discussion about books to a quiet reading of test passages to ensure the passing of students. Teachers can cope with such testing pressures by: speaking out against accountability policies that limit reading instruction and involving parents to demanding changes to the current testing beliefs among others.