In recent years, directors of remedial reading programs have struggled to find a way to provide their students with sustained independent reading practice with texts that challenge students to apply their word-decoding and phonics skills without overwhelming them. In response to this quandary, Roger Wade, the director of a private corporation known as the Reading Readiness Institute, piloted a system of in-class assessment that would, ideally, have allowed teachers to make individual recommendations for the difficulty level of book each student could read independently with the most success. The six Institute teachers testing the program were required to build two 10-15 assessment periods into each class session, during which they would use company-issued Reading Rating Sheets to evaluate each student’s performance on a specific section of text, which came from a book of pre-determined difficulty. Teachers would then assign students one of three rankings – A, B, or C – based on their comfort with the text on the Rating Sheets. Parents were also required to complete short Homework Surveys, which provided teachers with additional, but similarly-focused, information about student reading at home. The program was temporarily discontinued after only 6 weeks, however, when all six teachers protested that the addition of assessment periods had forced them to drop other activities that they considered vital from their curricula. Teachers also complained that time spent assessing individual students took attention from general classroom management. The Reading Readiness Institute has taken teacher complaints into account and is currently adjusting its individual assessment program. The author uses the word "ideally" (click to highlight) primarily in order to A. suggest that the individual assessment program was doomed from the beginning. B. introduce the concept of individual recommendations for independent reading. C. highlight the good intentions of the assessment program while acknowledging its failure. D. forestall argument about the eventual success of the program. E. draw attention to the fact that the program was the idea of the Institute’s director.

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Confusion

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20 Sep 2025, 08:13

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I did not quite understand the solution. I think Option B is correct - nowhere its written students cannot understand.

janhvi167

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09 Nov 2025, 23:54

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where do i find the remaining three questions for this passage?

canopyinthecity

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24 Feb 2026, 03:53

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I have the same concern. (B) is also right and can be directly inferred, so it should be correct. How (A) is selected as better option?

aniket16c

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While I do agree with the answer of this question, I cannot seem to understand why is option B incorrect.

Passage states that "Teachers also complained that time spent assessing individual students took attention from general classroom management" + "addition of assessment periods had forced them to drop other activities that they considered vital from their curricula". Don't both these lines contribute to the fact that the time could not be managed because of the program?

bhanu29

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25 Feb 2026, 18:38

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canopyinthecity

I have the same concern. (B) is also right and can be directly inferred, so it should be correct. How (A) is selected as better option?

Can you please quote the question you are referring to? because in this question D is the correct answer.

shashag

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18 May 2026, 19:41

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This was exactly my question too. The author in no way directly or indirectly claims that the program is good. He just details it out. Isn't, then, option E a stretch?

thr3at

+1 to that.

The author never mentoined that the program is Good. Even if the author is optimistic he/she never claims it is good ( this is too extreme).