“I'm Not Stupid”: How Assessment Drives (In)Appropriate Reading Instruction

Dennis, Danielle V.

doi:10.1598/jaal.53.4.2

Cited by 26 publications

(25 citation statements)

References 18 publications

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“…() differentiated six types of readers in grades 4–8, three of which had comprehension‐based issues, including students who could read fluently but had little to no comprehension, students who focused on literal information and comprehended sentence by sentence, and students who got the gist of the text but had difficulty with specific details. Finally, Dennis (), in a small case study of her own students, found that the majority of her sixth‐grade students had issues with comprehension, not decoding. Thus, older struggling readers have a variety of issues, but by middle school, poor comprehension is one of the most pressing problems.…”

Section: Struggling Readers In Middle Schoolmentioning

confidence: 99%

Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers

Northrop

Kelly

2018

Reading Research Quarterly

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In this study, the authors used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to examine the instructional time allocation and instructional practices in eighth‐grade English language arts classes for struggling readers, as measured by track level. The authors also analyze the titles and text complexity of the last three books assigned to students. The authors found that track level continues to be a significant predictor of what happens instructionally in the classroom. Struggling readers placed in low‐track classes spent a larger portion of class time on skills and strategy instruction, completing worksheets, watching videos, and reading aloud than students in grade‐level classes. Students in high‐track classes spent more time on literature analysis, comprehension instruction, and group projects and were more frequently assigned homework than students in grade‐level classes. Although there was considerable overlap in the text complexity and the text titles of books assigned at each track level, students in low‐track classes read less challenging texts than students in grade‐level or above‐grade‐level classes. Regression models controlling for a variety of student, teacher, and school variables, including student achievement, show that these adjustments in class time allocation, instructional practices, and text complexity go above and beyond what would be expected based on student achievement alone.

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Section: Struggling Readers In Middle Schoolmentioning

confidence: 99%

Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers

Northrop

Kelly

2018

Reading Research Quarterly

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“…For example, if a student displays a relative weakness in reading fluency in English, but is relatively strong in letter-word identification, then this has to be considered in providing instruction or intervention. Dennis (2009) determined that a flaw in numerous reading programs was the failure to adequately address the needs of individual students. In many cases, reading interventions were based in one dimension of reading, typically phonics (Dennis, 2009).…”

Section: Baseline Data and Student Profilesmentioning

confidence: 99%

“…Dennis (2009) determined that a flaw in numerous reading programs was the failure to adequately address the needs of individual students. In many cases, reading interventions were based in one dimension of reading, typically phonics (Dennis, 2009). Unsurprisingly, Dennis (2009) concluded that phonics interventions did have positive outcomes for students who really needed to improve their command of phonics, but other students were essentially left idling, with their reading needs ignored.…”

Section: Baseline Data and Student Profilesmentioning

confidence: 99%

“…In many cases, reading interventions were based in one dimension of reading, typically phonics (Dennis, 2009). Unsurprisingly, Dennis (2009) concluded that phonics interventions did have positive outcomes for students who really needed to improve their command of phonics, but other students were essentially left idling, with their reading needs ignored. Relative student weaknesses are important to assess in a Spanish program, as working with an additional language can be an opportunity to address these weaknesses, with the understanding that language-based learning disabilities are likely to manifest symptoms across multiple languages (Ganschow & Schnieder, 2006;Sparks and Ganschow, 1993).…”

Section: Baseline Data and Student Profilesmentioning

confidence: 99%

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Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities

Tolbert¹

2017

JLTR

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Abstract-Students with specific learning disabilities (SLDs) continue to be more likely to experience anxiety about learning a foreign language, and possibly less likely to enroll in foreign language courses at all. As schools become more inclusive and more aware of diverse learning needs, it is important to be cognizant of how the individual needs of students with SLDs may relate to classroom instruction and assessment practices. What follows is a discussion of assessment practices, with an emphasis on diagnostic and formative assessment in the context of teaching students with SLDs. Given the prevalence of mobile phones and other devices in contemporary classrooms, a strong emphasis on the role of online polling resources plays a prominent role in this discussion. Specific examples of instructional activities which align with assessments are also provided, as part of a selective literature review intended to connect larger topics in language instruction to the typical needs of students with specific learning disabilities. The perspective of the discussion pertains primarily to students with SLDs in the United States, where the vast majority of foreign language instruction occurs in the middle and secondary grades.

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“…É preciso conhecer como está o vocabulário do aluno e que estratégias usar para seu enriquecimento. Também é necessário ter informações sobre o contexto de conhecimentos do aluno, as estratégias de compreensão que usa, como compreende textos narrativos e textos expositivos, bem como o volume de leitura que faz dos vários textos e que estratégias usar (Dennis, 2010).…”

Section: Introductionunclassified

Leitura e escrita em alunos de escola pública: 3º vs 4º ano

Silva¹,

Witter²,

Carvalho³

2011

Psicol. Esc. Educ.

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ResumoEste estudo objetivou descrever o desempenho de alunos do 3º e 4º anos do ensino fundamental em compreensão de leitura (teste Cloze) e em produção escrita de descrição e narração, levando em consideração o gênero dos alunos. Participaram 60 alunos de uma escola pública, divididos em quatro grupos. Os materiais foram: Termo de Consentimento Livre e Esclarecido; teste para compreensão em leitura; figura para descrição e material com a apresentação do tema para narração. Comparando os quatro grupos (ANOVA), observou-se não haver qualquer diferença que tivesse significância estatística em compreensão em leitura; em descrição, o melhor desempenho foi do 4º ano masculino, em narração, foi o 3º ano masculino. Aglutinaram-se os grupos para comparar escolaridade/gênero recorrendo-se ao teste Mann-Whitney, que evidenciou melhor desempenho do 4º ano feminino. O quarto ano foi superior ao terceiro, sem diferença atribuível a gênero. Houve baixo desempenho dos escolares em relação aos padrões esperados e há necessidade da integração de leitura-escrita. Palavras-chave:Compreensão da leitura, avaliação, gênero. Reading and writing of public school students: 3 rd vs 4 th grades AbstractIn this work we study the performance of students in the 3rd and 4th years of elementary school in reading comprehension (Cloze test), writing production of narration and description, considering the gender of students. We studied 60 students of a public elementary-school. Was used as material: an informed Consent Form; reading comprehension test; a picture to be described and material with the subject to narration production.The comparison between the four groups (ANOVA) showed no significance difference in reading comprehension. In the description activity, the best performance was done by a 4 th year male student and in narration was the 3 rd year male student. Clustering the groups by schooling/gender, the Mann-Whitney test showed favorable statistical significance for the 4 th year in female students.. The fourth year performance was superior to the third with no difference attributable to gender. The performance of the school was very low and we suggest that there is a need in integrating reading-writing activity.Key words: Reading comprehension, evaluation, gender. Lectura y escritura en alumnos de escuela pública: 3º vs 4º año ResumenEste estudio tuvo el objetivo de describir el rendimiento de alumnos del 3 er y 4º años de la enseñanza fundamental en comprensión de lectura (test Cloze) y en producción escrita de descripción y narración, considerando el género de los alumnos. Participaron 60 alumnos de una escuela pública, divididos en cuatro grupos. Los materiales utilizados fueron: Declaración de Consentimiento; test para comprensión en lectura; figura para descripción y material con la presentación del tema para narración. Comparando los cuatro grupos (ANOVA) se observó no haber cualquier diferencia que tuviera significancia estadística en comprensión en lectura; en descripción, el mejor rendimiento fue del 4º año masculino, en na...

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“I'm Not Stupid”: How Assessment Drives (In)Appropriate Reading Instruction

Cited by 26 publications

References 18 publications

Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers

Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers

Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities

Leitura e escrita em alunos de escola pública: 3º vs 4º ano

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