Cross-linguistic transference of reading skills: Assessing reading difficulties in early French immersion students.

Andrews, Karen L.

doi:10.24124/2010/bpgub685

Cited by 1 publication

(3 citation statements)

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“…The author also observed that the IRI had limited power in discerning among proficient readers. Andrews (1995) constructed a reading assessment tool that is close to an IRI for early French-immersion English-speaking learners. The IRI-like inventory consisted of word identification, word attacks, and paragraph reading.…”

Section: The Informal Reading Inventoriesmentioning

confidence: 99%

“…Scholars (Stanovich, 2000) have claimed that stumbles at word recognition are at the core of reading difficulties. Word naming has been extensively used to diagnose at-risk readers (Andrews, 1995;Clemens, Shapiro, & Thoemmes, 2011;Compton et al, 2010;Compton, Fuchs, Fuchs, & Bryant, 2006;Fuchs et al, 2004;Millett, 2011;Parker et al, 2015;Perry, 2016;Weiderholt & Bryant, 2001). The fact that low sub-proficiency learners were unexceptionally weak in word reading suggested a lack of compensatory mechanisms at the word recognition level (LaBerge & Samuels, 1974;Lesgold & Perfetti, 1978;Nassaji, 2014).…”

Section: Reader Profilesmentioning

confidence: 99%

“…In striking contrast with the important role of the informal diagnostic assessment is the scarcity of appropriate instruments available for L2 reading. Most existing instruments are designed for L1 readers (Paris, 2002;Paris, Paris, & Carpenter, 2002) and the fewer specialized L2 diagnostic measures almost exclusively focus on children who learn an alphabetic language as their L2 (Andrews, 1995;Lombardo, 1979;Stark, 1981). The age-related differences in L2 acquisition and literacy development indicate that DAs for children might not be suitable for adults, hence calling for a tool that meets the needs of adult L2 readers.…”

Section: Chapter Introductionmentioning

confidence: 99%

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Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers

Yang¹

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Assessment is important for second language (L2) reading instruction. Compared to standardized tests, informal assessment tools reveal richer information about learners' reading processes and problems, so they provide more helpful information for teachers. To date, few informal diagnostic tools have been developed for L2 reading, and none that is practical and reliable exists for Chinese L2 reading. This study aims to fill this gap by investigating how performance of oral word reading, word segmentation, and oral passage reading relate to comprehension. It also seeks to determine how well the three tasks detect reading problems and evaluate the difficulty levels of instructional materials. A total of 70 beginning English-speaking learners of Chinese participated in this study. The results showed that all three tasks assess comprehension as effectively as the standardized test, and oral passage reading is the most robust assessment tool. The three diagnostic instruments can also be used to evaluate instructional material difficulty. Two of the three textbook-equivalent texts examined in this study fit learners' reading level, although most learners felt one of the texts was too difficult to read. L2 readers develop their componential skills in different ways, although the crucial role of word-level processing remains stable across reader patterns. The quantity and quality of the learners' errors in completing the three tasks provide useful insights into their reading processes and problems. The study's findings suggested that the three tasks are effective diagnostic tools for Chinese L2 reading and indicated the importance of developing reading fluency and training word-level processing skills. v

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Section: The Informal Reading Inventoriesmentioning

confidence: 99%