Peter Dewitz

Peter is an educational researcher and consultant who has taught at the University of Toledo, the University of Virginia, and Mary Baldwin University. He has worked as a visiting researcher at the Harvard Graduate School of Education. His major research interests are the efficacy of reading programs, reading comprehension, and the abuses of assessments in our schools.

My Student Can't Read the Lowest Book - A Case Study

At Read Side by Side we frequently hear teachers say, “Several of my students cannot read the lowest book club selection.” This matter-of-fact statement, tinged with disappointment, is often followed by permission to move to an easier text, one outside the three book club selections, but closely aligned to the students’ reading level. The assumption behind the teacher’s statement and request is the belief that students can best succeed when they are properly matched to just the right text. Yet, several researchers suggest that there is no such thing as the just right text and there is little or no research to support the practice of carefully matching children to texts, especially in the upper grades.

Why Assess Reading Motivation?

Educators like to measure things. We regularly measure a student’s reading level, his growth in...

What Is Assessment?

  At the roots, an assessment is an inference about a child’s progress based on the collected...