Low Literacy Attainments in School and Approaches to Diagnosis: An Exploratory Study

Autor/in	Nag, Sonali
Titel	Low Literacy Attainments in School and Approaches to Diagnosis: An Exploratory Study
Quelle	In: Contemporary Education Dialogue, 10 (2013) 2, S.197-221 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/0973184913484997
Schlagwörter	Literacy; Low Achievement; Performance Based Assessment; Achievement Gains; Achievement Rating; Achievement Gap; Educational Diagnosis; Individualized Instruction; Reading Achievement; Reading Improvement; Reading Instruction; Intervention; Grade 3; Grade 4; Childrens Writing; Classification; Teaching Methods; Foreign Countries; India + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Unterdurchschnittliche Leistung; Leistungsermittlung; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Pedagogical diagnostics; Pädagogische Diagnostik; Individualisierender Unterricht; Leseleistung; Leseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Indien
Abstract	Reading and writing difficulties are markers for some forms of learning disorders, and measuring the distance between the child's performance and an expected level of attainment is a common approach to diagnosis. However, there are several problems with relying on the gap between achievement and expectation for arriving at a diagnosis, not least because the approach is essentially blind to the child's history of opportunity. An alternative approach offers children tiers of individualised programmes, and their changing strengths and weaknesses informs the diagnosis. This article reports the findings of an exploratory study analysing the change scores of ten children who were reading two years behind their class level. We offered a two-tiered language intervention, embedded within a whole class programme, using the children's narrative writing for examining change. Our findings suggest that the profile of strengths and weaknesses gathered from a school-based intervention is a valuable complement to a clinical assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01