Danielle V Dennis
Biographic Data
| ID | 6507845 |
|---|---|
| NAME | Danielle V Dennis |
| GIVEN NAMES | Danielle V |
| FAMILY NAME | Dennis |
| SIGNATURE | DENNIS D V |
| AFFILIATIONS | University of South Florida |
| ORCID | 0009-0005-7356-5314 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Introduction to the special issue
Over the past decade, a wave of literacy policy reforms—often framed under the banners of the “Science of Reading” (SoR) and the “right to read”—has spread internationally from England to the United States, Canada, Australia, and Aotearoa/New Zealand. These reforms, while consistent in their emphasis on structured approaches to early reading instruction, have sparked significant controversy and debate. This special issue examines the global pheno…
Getting reflection off the page
I'm Not Stupid”
Middle school students who score below proficient on state reading assessments are often placed in remedial reading programs that focus on phonics and decoding skills and do not acknowledge students' literate abilities. The purpose of this study is to demonstrate the reading abilities of young adolescent readers. Five assessments measuring phonemic awareness, phonics, fluency, vocabulary, and comprehension were administered to 94 students who sco…
Are Assessment Data Really Driving Middle School Reading Instruction? What We Can Learn From One Student's Experience
More and more, data from standardized assessments are being used to make instructional decisions for struggling middle school readers. Administrators must stop spending money on “silver‐bullet” curriculum programs and start spending money on training opportunities that will lead to autonomy and creativity in the classroom. In this article, the author demonstrates how one such program in a school district was inappropriate for one struggling reade…
Are Assessment Data Really Driving Middle School Reading Instruction? What We Can Learn From One Student's Experience
More and more, data from standardized assessments are being used to make instructional decisions for struggling middle school readers. Administrators must stop spending money on “silver‐bullet” curriculum programs and start spending money on training opportunities that will lead to autonomy and creativity in the classroom. In this article, the author demonstrates how one such program in a school district was inappropriate for one struggling reade…
I'm Not Stupid”
Middle school students who score below proficient on state reading assessments are often placed in remedial reading programs that focus on phonics and decoding skills and do not acknowledge students' literate abilities. The purpose of this study is to demonstrate the reading abilities of young adolescent readers. Five assessments measuring phonemic awareness, phonics, fluency, vocabulary, and comprehension were administered to 94 students who sco…
Getting reflection off the page
Introduction to the special issue
Over the past decade, a wave of literacy policy reforms—often framed under the banners of the “Science of Reading” (SoR) and the “right to read”—has spread internationally from England to the United States, Canada, Australia, and Aotearoa/New Zealand. These reforms, while consistent in their emphasis on structured approaches to early reading instruction, have sparked significant controversy and debate. This special issue examines the global pheno…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Reading and Literacy Development (3 works) · Literacy (2 works) · Political science (2 works) · Reading (process (2 works) · Teacher Education and Leadership Studies (2 works) · Accreditation (1 work) · Alliance (1 work)