Abstract
Abstract It is a commonly accepted fact that working‐class Blacks and other economically “disadvantaged” minorities do not do as well on standardized tests as middle‐class Whites. Aside from construct validity and other delimiting factors such as cultural and linguistic bias, poor test‐taking ability should also be an important consideration in judging the value of a standardized test result. Since standardized reading tests, despite a growing body of research to the contrary, remain in wide use for purposes of student and program evaluation, reading specialists and content area specialists should teach for test‐taking competence. Future research should also attempt to examine the part played by test‐wiseness in the mean differences in standardized test performance between certain subsets of the population (Black students, rural students, etc.) and the population at large.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
