Abstract of

Choice of Action: Using Data to Make Instructional Decisions in Kindergarten

Mary Ann Reilly

This article focuses on the different—and at times uncertain—choices a kindergarten teacher makes when selecting and interpreting assessment data and designing instruction intended to help students develop the skills and dispositions for later reading. By examining assessment data and engaging in reflective practice, the teacher is able to anticipate students' literacy needs and design instruction that builds upon their strengths.

A close-up look at a shared writing lesson is used to illustrate the connections the teacher makes between her interpretation of data and the instruction she delivers. The article concludes with a brief examination of the complexities inherent in data analysis.

Abstract from Reilly, M. (2007, May). Choice of Action: Using Data to Make Instructional Decisions in Kindergarten. The Reading Teacher, 60(8), 770–776. doi: 10.1598/RT.60.8.7