A Second Lens on Formative Reading Assessment with Multilingual Students

Autor/inn/en	Briceño, Allison; Klein, Adria F.
Titel	A Second Lens on Formative Reading Assessment with Multilingual Students
Quelle	In: Reading Teacher, 72 (2019) 5, S.611-621 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1774
Schlagwörter	Multilingualism; Student Evaluation; Formative Evaluation; Literacy; Spanish Speaking; Grade 1; Elementary School Students; Second Language Learning; English (Second Language); Nouns; Morphemes; Language Usage; Verbs; Form Classes (Languages); Reading Processes; Reading Comprehension; Error Patterns + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Schulnote; Studentische Bewertung; Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Morphem; Sprachgebrauch; Analytischer Sprachbau; Leseprozess; Leseverstehen; Fehlertyp
Abstract	Using running records as a lens to facilitate multilingual students' language and literacy development can help teachers recognize and build on students' linguistic capital. The authors analyzed 123 running records of Spanish-speaking first graders to begin to identify the types of language-related errors they made when reading. Using an assets orientation, the authors ask teachers to shift from the concept of reading errors to language-related approximations when a student's reading and rereading differ from the text because of linguistic differences. The authors consistently found five types of language-related approximations in the data: teachers' use of tolds, verbs, contractions, prepositions, and use of the plural -s for nouns. The possible impact on comprehension for each of these language-related approximations is explored and practical instructional recommendations provided, as well as a tool to help teachers analyze language-related approximations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01