Monitoring Basic Skills Acquisition through Rapid Learning Assessments: A Case Study from Peru

Autor/inn/en	Abadzi, Helen; Crouch, Luis; Echegaray, Marcela; Pasco, Consuelo; Sampe, Jessyca
Titel	Monitoring Basic Skills Acquisition through Rapid Learning Assessments: A Case Study from Peru
Quelle	In: Prospects: Quarterly Review of Comparative Education, 35 (2005) 2, S.137-156 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-005-1817-3
Schlagwörter	Foreign Countries; Grade 1; Grade 2; Reading Comprehension; Speed Reading; Oral Reading; Reading Rate; Student Evaluation; Case Studies; Pilot Projects; Academic Standards; Economically Disadvantaged; Emergent Literacy; Peru + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Leseverstehen; Schnelllesen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading readiness; Reading speed; Lesegeschwindigkeit; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Pilot project; Modellversuch; Pilotprojekt; Frühleseunterricht
Abstract	This article presents a reading assessment pilot test that took place in the context of a process of analysis and dialogue aimed at contributing to the analysis of school quality in Peru, as part of a World Bank sector assessment. Peruvian first and second graders at the bottom half of the income distribution were asked to read a brief passage aloud and to answer simple comprehension questions. Only 25% of the first graders and 41% of the second graders were able to read one or more words in the text at the end of the school year; 75% of the first graders could not read at all. Children who could answer all three comprehension questions correctly read at 77 words per minute on average, whereas children who could answer only one or two questions read much more slowly, at 15 and 41 words per minute respectively. The relationship between reading speed and comprehension is consistent with memory research on reading automaticity. The results are also consistent with other observational studies that suggest widespread illiteracy among poorer students in various countries. A rapid reading test, administered quickly and inexpensively, produced comprehensible and actionable information on student performance. If sampling and instrumentation were refined, the methodology could produce baseline and monitoring data that are locally sustainable and internationally comparable. (Contains 5 tables and 9 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10