The Informal Reading-<i>Thinking</i> Inventory: Twenty-First-Century Assessment Formats for Discovering Reading and Writing Needs—and Strengths

Manzo, Ula; Manzo, Anthony V.

doi:10.1080/10573569.2013.789783

Cited by 18 publications

(4 citation statements)

References 11 publications

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“…Leaman and Flanagan (2013) believed that having impromptu activities such as role play followed by reflection-in-action will encourage various levels of critical thinking skills as these activities involve specific thinking activities among students such as analyzing, reasoning and synthesizing information before conducting discussions about their role play experience. Other teaching and learning activities that promote reasoning and verifying evidence would be problem-based learning and collaborative activities (Erduran & Msimanga, 2014) as well as prompting and questioning (King et al, 2012;Manzo & Manzo, 2013).…”

Section: Discussionmentioning

confidence: 99%

The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia

Singh

Shaari

2019

GEOGRAFIA

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The current English language education in Malaysia has integrated the Higher-Order Thinking Skills (HOTS) as part of its testing and evaluation system, which aims to enhance students' cognitive skills and abilities in learning. Having a higher-order thinking ability at the earliest stage of formal education (primary and elementary levels) is essential in order to meet the growing demand for highly intelligent and professional workers in the future. The present study aims to identify the use of HOTS items in selected English reading comprehension examinations for Standard 6 students in Malaysia. 80 reading comprehension items were selected from various final examination papers distributed in eight different states in the country. Data were quantitatively analysed using content analysis based on the levels of cognitive listed in Bloom's Taxonomy. Apart from that, the data were also analysed based on a series of professional evaluations made by four content experts in the country. The findings indicate that most reading comprehension questions in the English examination papers need further revisions in order to achieve the standard of HOTS that have become part of the new curriculum and national education policy. Based on the findings, some practical suggestions have also been developed to further enhance the use of HOTS in English teaching and learning practices in Malaysia.

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Section: Discussionmentioning

confidence: 99%

The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia

Singh

Shaari

2019

GEOGRAFIA

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“…In view of the difficulties of using introspection with children of this age a series of direct questions were compiled to gain insight into the metacognitive skills of the child and her/his understanding of the demands in each task, together with her/his abilities and manner of execution. This format has been used frequently in educational research on reading comprehension tasks and mathematical problem solving (Desoete, Roeyers, & Buysse, 2001; Manzo, Manzo, & McKenna, 1995). The questionnaire is composed of 10 questions which are directed to the child while he or she performs the ACFS classification task (pretest); the assessor assigns a score (1 or 0) for each item based on the child’s response, for a maximum score of 10 points.…”

Section: Methodsmentioning

confidence: 99%

Dynamic Assessment: the Spanish Version of the Application of Cognitive Functions Scale

Mata

Calero

2014

Span. J. Psychol.

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For the last 30 years, the sphere of educational assessment has been giving consideration to methodology that would focus on the processes more than on the final results obtained. Dynamic Assessment has appeared within this context, making it possible to assess a child's ability to improve on a certain task after receiving mediated training. One of the techniques developed to assess the learning potential of preschoolers is the Application of Cognitive Functions Scale (ACFS: Lidz & Jepsen, 2003). The objective of this study was to verify the criterion validity of the Spanish version of the ACFS which was applied to 87 children in the second year of preschool, at which time a learning potential index was obtained for each child. Two years later, the children were reassessed with respect to intelligence, metacognition and scholastic aptitudes. Results showed that learning potential presented evidences of predictive validity regarding to the progression showed on the Kaufman Brief Intelligence Test's (K-BIT: Kaufman & Kauffman, 1994) matrices subtest (p = .04, η2 = .04) and on the evaluation subtest of the metacognition questionnaire (p = .02, η2 = .05). Results also showed significant differences between groups on the visual-perceptive aptitude subtest (p = .01) in favor of the children classified as learners.

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“…While efforts have been made to include aspects of higher order thinking in reading inventories (Manzo, 1995; Manzo & Manzo, 2013), and reform efforts like the CCSS emphasize the importance of close reading, assessing interpretive reasoning still appears to be a significant challenge (Lee & Goldman, 2015). One of the fundamental issues is that literary analysis is built around what Pressley and Afflerbach (1995) termed constructively responsive reading strategies —effortful, focused strategies that are mobilized and combined by the reader in response to specific reading goals (Afflerbach & Cho, 2008).…”

Section: Strategies For Assessmentmentioning

confidence: 99%

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

Deane

2020

ETS Research Report Series

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A key instructional goal of English language arts instruction is teaching students to read and interpret complex literary texts. This report reviews the literature on the development and pedagogy of literary analysis skills. It analyzes literary analysis skills as a key practice, a bundle of disciplinary skills and strategies that form a key target for instruction. This practice focuses on applying a variety of strategies for building textual interpretations, including strategies for deepening comprehension, inferring the author's purpose, considering multiple perspectives, connecting text to context, generalizing and applying themes, and participating in cultural conversations about texts. It also identifies a sequence of activities that define literary interpretation as a social practice and identifies key goals and subgoals for those activities. If literary analysis is viewed as a key practice, it requires participants to habitually engage in the following practices: (a) read and reread texts to find cues that suggest new possibilities for interpretation, (b) participate in interpretive discussions of literary texts, (c) use writing both as a tool to support interpretive work and as a means to communicate interpretive arguments, and (d) maintain an openness to new interpretations and a willingness to revisit previous interpretive conclusions in the light of new evidence. The evidence indicates that this is a late‐developing practice, typically acquired during high school and never fully mastered by a large proportion of the population, though it can be encouraged and fostered in the upper elementary and middle school years with effective instruction.

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The Informal Reading-Thinking Inventory: Twenty-First-Century Assessment Formats for Discovering Reading and Writing Needs—and Strengths

Cited by 18 publications

References 11 publications

The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia

The analysis of Higher-Order Thinking skills in English reading comprehension tests in Malaysia

Dynamic Assessment: the Spanish Version of the Application of Cognitive Functions Scale

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

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