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Reading assessment and understanding "How the alphabet works": Insights for instructional models

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Abstract:

Having worked with schools in Sierra Leone since 2001 (just before the end of the war) until the present day, it is apparent that education is at a crisis point. The focus on the emergency reconstruction has sidelined the profession of education and neglected the classroom to the detriment of educational quality. If genuine (social and school) literacy practice and opportunities for further learning are not provided, Sierra Leone will not have what it needs to direct its own development. Understanding how students learn to read and how teachers think about their practice is critical for the design of effective teacher training. The assessments presented will draw a picture of the wider complexity of factors that are presented as “a child learning to read in the classroom”? One highlighted study will be an assessment of 300 primary school children from diverse school sites tested for letter recognition, phonemic awareness, understandings of how the alphabet “works”? The findings will be contextualized by further knowledge of literacy teaching in schools and its relationship, or lack of relationship, to community/social practices. Why were the questions selected? What insights did they offer concerning classroom instructional models as these might be developed for higher levels of success? The findings have been incorporated into a program to support teacher training in a rural northern school. That school is now demonstrating the efficacy of incremental changes of practice.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494111_index.html
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MLA Citation:

Kuyvenhoven, Jo. "Reading assessment and understanding "How the alphabet works": Insights for instructional models" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494111_index.html>

APA Citation:

Kuyvenhoven, J. "Reading assessment and understanding "How the alphabet works": Insights for instructional models" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494111_index.html

Publication Type: Panel Paper
Abstract: Having worked with schools in Sierra Leone since 2001 (just before the end of the war) until the present day, it is apparent that education is at a crisis point. The focus on the emergency reconstruction has sidelined the profession of education and neglected the classroom to the detriment of educational quality. If genuine (social and school) literacy practice and opportunities for further learning are not provided, Sierra Leone will not have what it needs to direct its own development. Understanding how students learn to read and how teachers think about their practice is critical for the design of effective teacher training. The assessments presented will draw a picture of the wider complexity of factors that are presented as “a child learning to read in the classroom”? One highlighted study will be an assessment of 300 primary school children from diverse school sites tested for letter recognition, phonemic awareness, understandings of how the alphabet “works”? The findings will be contextualized by further knowledge of literacy teaching in schools and its relationship, or lack of relationship, to community/social practices. Why were the questions selected? What insights did they offer concerning classroom instructional models as these might be developed for higher levels of success? The findings have been incorporated into a program to support teacher training in a rural northern school. That school is now demonstrating the efficacy of incremental changes of practice.


Similar Titles:
Interactive radio instruction: A low-cost means of presenting teachers with new mental models of effective reading instruction

Understanding Comprehension: Assessing a Variety of Children’s Reading Comprehension Skills and Linking Comprehension Questions to Amount of Text Read

Emerging Understanding of Secondary Teachers and Reading Instruction: Instructional Restraints and Changing Beliefs


 
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