Download Assessing Reading 2: Changing Practice in the Classroom by Martin Coles, Rhonda Jenkins PDF

By Martin Coles, Rhonda Jenkins

This moment e-book focuses at once at the school room, at the demanding situations person lecturers face in classroom-based review, and the way those demanding situations were and are being met in various overseas contexts.

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Extra resources for Assessing Reading 2: Changing Practice in the Classroom (International Perspectives on Reading Assessment)

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The research tells us that effective readers fix on and recognize every word as they scan the text at speed. There are also indications that they also often use their knowledge and experience and the context of the particular text to make predictions about the continuation of a sentence, chapter, theme or plot. This process of predicting and searching for meaning can result in effective reading but it can also interfere with understanding if readers make the wrong ‘guesses’. The four areas for exploration are intended to help teachers to help pupils deal with both key processes—recognize words and sentences and use their own experience of life effectively to construct sense: 26 TAKING A CLOSER LOOK AT READING • • • • attitude and motivation may be important for reading in general or for a particular task; decoding deals with the ways in which pupils may recognize words and sentences; pursuit of meaning considers issues related to the pupils’ use of prior experience and all the context cues within the text to construct their own perceptions of what the text is about; awareness of the author’s use of language offers ideas about how pupils learn about the author’s choice of words, images and structures to convey meaning, stimulate the readers’ imagination and achieve effects.

Phase two: beginnings of the portfolio Teachers’ continuing study and discussion led them to conclude that they wanted to develop a portfolio to assess students’ early literacy development. The primary purpose of their proposed portfolio would be to document children’s literacy learning, that is, to provide for each child a descriptive record that is richer and more useful than test scores alone. Documentation as an alternative to traditional assessment is responsive to each child’s capabilities and goes a long way toward ensuring that no child gets lost in the system (Chittenden and Courtney 1989).

First, perhaps, that assessment in reading does not have to impose an additional burden on teachers or learners. Each case study illustrated the use of assessment evidence which came from everyday classroom activities. Second, that evidence about children’s reading can come either from within the language programme or from other areas across the curriculum. The interpretation of that evidence is the key factor. Third, the case studies highlight the learner as a vital source of information without whose contribution it would be easy to misinterpret evidence and to identify inappropriate next steps in learning.

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