Assessing Adolescent Reading Comprehension in a French Middle School: Performance and Beliefs about Knowledge

Autor/in	Dupont, Pascal
Titel	Assessing Adolescent Reading Comprehension in a French Middle School: Performance and Beliefs about Knowledge
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 7, S.30-61, Artikel 3 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Adolescents; Reading Comprehension; Foreign Countries; Reading Difficulties; Grade 6; Grade 8; Teaching Methods; Middle School Students; Workstations; Formative Evaluation; Reading Improvement; Literacy; France + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leseverstehen; Ausland; Reading difficulty; Leseschwierigkeit; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Alphabetisierung; Schreib- und Lesefähigkeit; Frankreich
Abstract	In France, the growing percentage of students with reading problems calls for innovative teaching, particularly for students with serious learning difficulties. The present study was conducted on two classes with comparable reading levels: one standard sixth-grade class and one eighth-grade SEGPA class (those with learning difficulties). This study examined the effects of introducing a new teaching practice, didactique workstations, into the SEGPA class. The purpose of these workstations was to make the teaching content clearer and to promote formative assessment practices in order to improve adolescents' reading comprehension and their relationship to knowledge. The results showed that introducing this innovative teaching practice had an effect on the class group: the grade differential was reduced in a way that benefitted lower-level students. In addition to classroom effects, the workstations also changed students' relationship to knowledge. Thus, learning workstations offer great potential in working towards greater equity and inclusion. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01