A Second Lens on Formative Reading Assessment With Multilingual Students.
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...
| Publicado en: | Reading Teacher Vol. 72; no. 5; pp. 611 - 622 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar/Apr2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=134966823&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 134966823 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Mar/Apr2019 vid: 72 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 134966823 10.1002/trtr.1774 ppf: 611 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 508KB tig: atl: A Second Lens on Formative Reading Assessment With Multilingual Students. aug: au: Briceño, Allison Klein, Adria F. su: Running records Multilingual education Literacy education Teaching aids Language ability testing sug: subj: Running records Multilingual education Literacy education Teaching aids Language ability testing keyword: 1‐Early childhood 2‐Childhood as inquiry < Assessment as inquiry < Assessment Assessment English as a second language English for speakers of other languages < Language learners English for speakers of other languages < Language learners English language learners English learners First, second, etc., language (L1, L2, etc.) < Language learners First, second, etc., language (L1, L2, etc.) < Language learners Language acquisition < Oral language Language acquisition < Oral language Language development < Oral language Language development < Oral language Language learners Multilingualism < Language learners Multilingualism < Language learners Ongoing assessment < Assessment Ongoing assessment < Assessment Oral language Reading strategies < Strategies, methods, and materials Reading strategies < Strategies, methods, and materials Second‐language reading < Language learners Second‐language reading < Language learners To inform instruction ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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