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Assessment in early childhood education
Current issues in early childhood assessment
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The Elementary Reading Attitude Survey (ERAS) / © PAWS survey designed by Dennis J. Kear from Wichita State University will be used in conducting this study. It provides a suggestion of student attitudes toward reading. The survey consists of twenty items and can be administered to the entire classroom in within ten minutes. Jim David, the creator of the Garfield cartoon character, and Paws Incorporated, the copyright owner, supplied camera-ready pictures of Garfield displaying a range of emotions from happy to very upset (Kear, 2000). Each item presents a brief statement about reading, followed by four pictures of Garfield. Each pose of Garfield is designed to depict an emotional state, ranging from very positive to very negative. To …show more content…
The findings of this study indicated that there were no significant improvements in the area of student motivation when using partnership to engage in reading fluency activities. However, this study did note significant gains in the area of reading fluency among EIP kindergarten students. Gambrell identified several factors that contribute to reading motivation including self-concept and value of reading, choice; time spent talking about books, available texts to read, and the use of enticement (Gambrell, 1996). While these factor do contribute to student motivation, Bandura suggests that motivation or the lack of motivation is the result of the beliefs about ourselves. He went on to say that these beliefs cause us to make choices, put forth the effort required to complete tasks, and provides us with the persistence to continue when faced with complexity (Bandura, 1986). One study suggests that students with learning disabilities prefer to work in pairs rather than in whole group or by themselves. The study went on to say that students with learning disabilities consider the students they are paired with to be their favorite teachers (Klinger, Vaughn, Schymm, Cohen, & Forgan, 1998). In another study, students expressed a high motivation for working with their peers in reading partnership activities. Unfortunately, the …show more content…
Originally, thirteen students were asked to participate in the survey. However, only nine students were given permission to participate by their guardians. The overall population sample only contained six boys and three girls. Of the nine students in the study, four of those students are labeled TIER II (intervention for students who are struggling with reading difficulties) students. Two other students are labeled as TIER III (intensive interventions for students with continued reading problems) students. One student in this study is an English Language Learner. The at-risk nature of the student sample also means that this sample contained more students in the lower part of the academic competence
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Long-Term Trends in Student Reading Performance. Jan. 1, 1998. Web. The Web. The Web.
In the article: Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten by Debra Kamps, Mary Abbott, Charles Greenwood Howard Wills, Mary Veerkamp, and ,Jorun Kaufman they argue that the implementation of small group reading intervention done on the three-tier model of prevention and intervention were beneficial to students. The study was conducted using 83 at risk (reading failure) students during the winter of kindergarten. It was an evidence-based curriculum done in groups of one to six. They concluded that students in the small interven...
Before the teacher read the book to her students, she provided them with the name of the author. She explained the front cover, back cover, and title page of the book. As the teacher displayed the book to the class she asked her students to name the type of animal that is on the cover page, and what they the book was about. The students were completely engaged as teacher read the book to them aloud. She brought to the students attention that at the end of every sentences, the words rhymed. For example, she asked the students to repeat after her as she said the words, hide and ride. The students were surprised to see the character as he changed colors throughout the story. The teacher asked the students to counted the number of times Clyde changed his color, and to name the different
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
Serafini, Frank, and Cyndi Giorgis. Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers. Portsmouth, NH: Heinemann, 2003. Print.
"A Study of Reading Habits," is Philip Larkin’s poetic warning that escapism and ignoring reality only makes real life less fulfilling. Larkin develops this idea via a narrator who prefers to escape from life rather than deal with it, as well as through changing use of language and subtle irony. Larkin’s most direct expression of his warning comes through the narrator’s experience with escapism through books. The narrator reveals his changing attitudes toward books in three stanzas, representing three stages in his life: childhood, adolescence, and adulthood. As a child, reading as an escape enabled the narrator to feel better about "most things short of school" (line 2). As an adolescent, books continued to be a form of escape for him, this time for his unfulfilled sexual desires. However, as an adult "now," the narrator embodies Larkin's warning. He is bitter and resentful that life is less glamorous than books, now only able to relate to the secondary, less important characters. The method he once used to escape now makes reality painfully obvious.
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.
...ents to make a good reader. Therefore, without a certain piece of reading students skills the scaffolding is unstable. Due to a student’s faulty scaffolding, reading does not work cohesive to make the end product a successfully understood story. This concerns me. If I feel like they are falling behind on these skills and their other teachers, my colleagues, are not teaching them these skills, I will and do my best at making it appropriate for my class. Without reading skills, they will be faced with horrible ramifications from their problems to comprehend and understand the vocabulary words they see in their textbooks.
It is a “reading world” we live in and students should be guaranteed every opportunity to succeed in this information driven society. Children today are overwhelmed with more reading material than ever before on billboard, television, the Internet and at school, causing reading to become a relevant and essential need in the life of every child (Lumpkin 1972). Being able to read has become the core of our information driven society. Yet, reading difficulties continue to plague the foundation of our education system creating a problem that only seems to be escalating. Hasselbring affirms that reading difficulties are a serious concern to our nation’s students claiming that, “as many as 20 percent of 17 year olds... [are] functionally illiterate and 44 percent of all high school students…[are] described as semi-illiterate”(2004). This is a harsh reality to face – a reality that stems from difficulties developed at the elementary level where reading complications arise and usually go unchecked. These reading difficulties are carri...
The effect of this is that it makes the student have low motivation skills for learning. Without a doubt, external motivators work against student’s motivation to
Teachers get discouraged with students who aren’t motivated (McCombs). It is hard to teach unmotivated students because
I don't think that students should have to complete a summer reading project. Summer is a time to relax and forget about school. Some students hate reading while others do it for pleasure, I think that it should be the students choice whether to read or not. I am a person who hates reading so I put it off until the last week of summer break. Then if I put it off until the last week of the break then I don't do a good job on it.
Brozo and Flynt (2008) suggest that collaboration for student motivation is the result social networking that takes place for the purpose of supporting students’ literacy and learning (p. 173). Student motivation tends to rapidly increase when teachers prove to be allies in their student’s learning process (Guthrie, 2008 as cited in Brozo & Flynt, 2008 p. 173). Pressley, Mohan, Raphael, & Fingeret, (2007) conducted a study of Bennett Woods Elementary School, which is known for producing a reading and writing rich environment with demanding instruction (p. 221), where students and teachers were interviewed to determine the daily instruction processes within each classroom. The results provided insight into a strong student teacher bond. Every teacher at Bennett Woods Elementary expressed extremely confidence that their students were going to pass statewide assessments simply because they were thoroughly prepared for each assessment. Prior assessments were studied and used to prepare their students for upcoming assessments and benchmarks (p. 227). Once students are given adequate tools, which is also backed by the confidence of their teacher, assessments don’t seem so daunting and scary. Doing well and having the ability to see one’s academic is often motivation in and of
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.