Searching for Culturally Responsive Formative Reading Assessments:  Retellings, Comprehension Questions, and Student Interviews

Piazza, Susan V.

doi:10.20360/g2w01x

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…The following two studies by Clark and Kamhi (2014) and Piazza (2012) shed light on the influence of learners' schema knowledge and interest in the passages they read on comprehension performance. Clark and Kamhi (2014) examined the influence of prior knowledge and interest on fourth and fifth graders' reading comprehension.…”

Section: The Study On Assessing Narrative and Expository Reading Passmentioning

confidence: 99%

Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner

Sitthitikul¹

2018

ELT

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The present exploration aimed to assess a reading level of a young Thai student by using the Qualitative Reading Inventory (QRI), and to plan reading intervention instruction targeted on the identified needs based on the assessment results. In this study, a single case study approach was employed. A seven-year old Thai learner was the focal participant. The research questions are threefold as follows: (1) What was the student’s diagnostic assessment result measured by the Qualitative Reading Inventory?, (2) Did the designed QRI-based reading intervention instruction lead to student’s literacy growth?, and (3) What was the student’ attitude towards the self as a reader, reading, and school before the diagnostic assessment took place, and after the reading intervention? The research instruments used in this study included the QRI tests, semi-structured interviews and observations. The diagnostic assessment results revealed that the student’s instructional reading level was at the pre-primer, and the QRI-based intervention instruction proved to assist the student in literacy growth. Moreover, the results from the interviews and observations showed that the student had a better attitude towards reading.

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Section: The Study On Assessing Narrative and Expository Reading Passmentioning

confidence: 99%

Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner

Sitthitikul¹

2018

ELT

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“…In addition to the overt, supportive strategies and methods When they are presented with a series of visuals via the search engine results, they also have the autonomy to select the image that best represents their view of the item and enacts a culturally responsive approach (Piazza, 2012). Therefore, it is this simple step allows for interaction with the real-world and actual images of how these items appear in the landscape that surrounds our learners outside of the classroom which is also widely practiced as a motivator for struggling middle school readers (Guthrie & Davis, 2003).…”

Section: Motivation and Struggling Readersmentioning

confidence: 99%

“…Therefore, it is this simple step allows for interaction with the real-world and actual images of how these items appear in the landscape that surrounds our learners outside of the classroom which is also widely practiced as a motivator for struggling middle school readers (Guthrie & Davis, 2003). These personal connections have proven effective in improving retellings (Piazza, 2012).…”

Section: Motivation and Struggling Readersmentioning

confidence: 99%

Motivating Struggling Middle School Readers: Digital Images as an Aid for Self-Monitoring and Enhancing Retellings of Text

A.¹

2016

JET

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It was back in the 1990's, when a mathematics program named, "Read It! Draw It! Solve It!" was very popular among elementary teachers in the United States (Miller, 1997). This was so well liked, because it allowed for struggling young mathematicians to capitalize on the use of visuals to assist in their acquisition of challenging math concepts presented through story problems. Here, students read the problem, sketched visuals to assist in comprehension of the task, and eventually put computation in motion and solved the problem. This once fashionable practice of using visuals to monitor understanding is not solely beneficial for mathematics, but when reading narrative and informational text, as well. Keene & Zimmerman (1997) highlighted the advantages of sensory images when comprehending text, which was widely introduced and currently known as mental imagery (Gambrell & Bales, 1986). Mental imagery was launched as a method for self-monitoring understanding of text By through visuals (Gambrel & Bales, 1986). These images popped into the reader's mind as various elements of text were encountered. Readers creating such images in their minds served as a vehicle for benchmarking or selfmonitoring their understanding of passages they encountered (Pressley, 2002). Scope and the Need for the Paper th With a minimal thirty-seven percent of 12 graders scoring at or above proficiency on the 2015 NAEP results, practices that benefit adolescent readers are a necessity (U.S.

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“…With this feature, it is also called assessment for learning (Stiggins, 2002). Most of the educators agree on the idea that addressing reading with formative assessment aims to inform education and serve student needs (Piazza, 2012). Formative assessment is crucial for reading success because it reveals students' needs to ensure the continuous improvement in reading (Roskos & Neuman, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Effect of formative assessment on reading comprehension

Sönmez¹,

Çetinkaya

2022

International Journal of Assessment Tools in Education

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The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovası district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively.

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Searching for Culturally Responsive Formative Reading Assessments: Retellings, Comprehension Questions, and Student Interviews

Cited by 3 publications

References 13 publications

Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner

Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner

Motivating Struggling Middle School Readers: Digital Images as an Aid for Self-Monitoring and Enhancing Retellings of Text

The Effect of formative assessment on reading comprehension

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