Awareness of Form and Pattern in Literacy Assessment: Classroom Applications for First and Second Language

Autor/inn/en	Chireac, Silvia-Maria; Francis, Norbert; McClure, John
Titel	Awareness of Form and Pattern in Literacy Assessment: Classroom Applications for First and Second Language
Quelle	In: Reading Matrix: An International Online Journal, 19 (2019) 1, S.20-34 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Literacy; Native Language; Second Language Learning; Instructional Improvement; Teaching Methods; Rural Schools; Elementary School Students; Spanish; Language of Instruction; Error Correction; Bilingualism; Writing Skills; Gender Differences; International Organizations; Student Evaluation; Outcomes of Education; Foreign Countries; Reading Tests; Cloze Procedure; Grammar; Semantics; Metalinguistics; English (Second Language); Ecuador; Mexico + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Unterrichtsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Spanisch; Teaching language; Unterrichtssprache; Korrektur; Bilingualismus; Writing skill; Schreibfertigkeit; Geschlechterkonflikt; International organisation; International organisations; International organization; Internationale Organisation; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; Ausland; Lesetest; Lückentext; Grammatik; Semantik; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Mexiko
Abstract	The study examines performance on an evaluation instrument for classroom use for the purpose of improving instruction that focuses on awareness of language in reading and writing. Findings are reported on the piloting of the first in a series of literacy assessments with students from a rural elementary school in Ecuador. All students who participated in the pilot study are first language speakers of the language of instruction, Spanish. The report follows up on two recent studies on: awareness of language in self-correction (writing ability of bilingual and second language learners, Mexico), and overall literacy attainment comparing boys and girls in rural schools in Latin America with the objective of confirming or disconfirming recent UNESCO estimates of gender parity. The authors present a proposal for monitoring literacy learning in elementary school that will help teachers to integrate teaching and evaluation, an approach that can more effectively link classroom testing to actual instructional practice and student learning outcomes. Further development of the materials presented for discussion can be especially useful for monitoring progress in second language learning and bilingual development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01