Literaturnachweis - Detailanzeige
Autor/inn/en | Briceño, Allison; Klein, Adria F. |
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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 |
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 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 |