Dynamic Assessment and Remediation Approach: Using the DARA Approach to Assist Struggling Readers

Autor/inn/en	Macrine, Sheila L.; Sabbatino, Eileen D.
Titel	Dynamic Assessment and Remediation Approach: Using the DARA Approach to Assist Struggling Readers
Quelle	In: Reading & Writing Quarterly, 24 (2008) 1, S.52-76 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Constructivism (Learning); Cognitive Style; Student Evaluation; Cultural Differences; Remedial Instruction; Reading Instruction; Scaffolding (Teaching Technique); Evaluation Methods; Reading Achievement; Reading Difficulties; Educational Philosophy; Models; Interaction; Disabilities; Alternative Assessment; Educational Assessment; Special Needs Students; Educational Theories; Educational Research + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Schulnote; Studentische Bewertung; Kultureller Unterschied; Förderkurs; Leseunterricht; Leseleistung; Reading difficulty; Leseschwierigkeit; Bildungsphilosophie; Erziehungsphilosophie; Analogiemodell; Interaktion; Handicap; Behinderung; Education; assessment; Bewertungssystem; Sonderpädagogischer Förderbedarf; Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung
Abstract	There is currently a disparity between the way reading instruction is conducted in many of today's schools and the method by which students' reading is assessed. Additionally, traditional assessments often ignore learner differences in culture, ability, learning style, and background, while focusing on static results that involve little to no interaction between the assessor and the student. Recently, innovative reading assessments, such as Dynamic Assessment, have been introduced into the field. The authors of this article propose a program, Dynamic Assessment and Remediation Approach (DARA), that is a social-constructivist model of assessment and remediation. The use of scaffolding through dialogue allows for on-going assessment of students' reading in order to gain insight into the manner in which students process textual information. This model of assessment measures progress over time and provides remedial plans based on assessment results. DARA better suits the needs of students who are functioning in ways that are different from the "norm." (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10