Dynamic Assessment and the Impact on English Language Learners' Reading Comprehension Performance

被引:0
|
作者
Jila Naeini
Emily Duvall
机构
[1] Islamic Azad University,Department of English Language, Science and Research Branch
[2] University of Idaho,undefined
关键词
assessment; dynamic assessment; alternative assessment; static assessment; English language learners;
D O I
10.1186/2229-0443-2-2-22
中图分类号
学科分类号
摘要
This paper reports the results of a research project aimed at studying improvements in English Language Training (ELT) university students' reading comprehension performance by applying the mediations of a dynamic assessment approach to instruction and assessment. In contrast to static assessments, in which correct responses are indicative only of the learners' current ability at a specific moment in time, dynamic assessment concentrates on the learner's errors which are studied in terms of the individual's ongoing development and learning using mediations to promote growth. Lev Vygotsky (1978) is considered the originator of the theoretical framework upon which dynamic assessment is based; it emphasizes the interdependence of learning that leads development and thus the interlocking of instruction and development. In this mixed methods study, dynamic assessment procedures were conducted with 10 ELT university students. Participants took part in a pretest-mediation-posttest design study. The devised pre and posttests had high reliability estimates. The mediation phase included three intervention sessions, each focused on a particular reading comprehension sub skill. The descriptive and analytic analyses of the results reveal dramatic, measurable progress in participants' reading comprehension performance.
引用
收藏
相关论文
共 50 条
  • [1] Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners
    Davin, Kristin J.
    Troyan, Francis J.
    Hellmann, Ashley L.
    LANGUAGE AND SOCIOCULTURAL THEORY, 2014, 1 (01) : 1 - 23
  • [2] Dynamic assessment in English classrooms: Fostering learners' reading comprehension and motivation
    Kazemi, Akram
    Bagheri, Mohammad Sadegh
    Rassaei, Ehsan
    COGENT PSYCHOLOGY, 2020, 7 (01):
  • [3] Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment
    Yang Y.
    Qian D.D.
    Language Testing in Asia, 7 (1)
  • [4] Toward modeling reading comprehension and reading fluency in English language learners
    Zadeh, Zohreh Yaghoub
    Farnia, Fataneh
    Geva, Esther
    READING AND WRITING, 2012, 25 (01) : 163 - 187
  • [5] Toward modeling reading comprehension and reading fluency in English language learners
    Zohreh Yaghoub Zadeh
    Fataneh Farnia
    Esther Geva
    Reading and Writing, 2012, 25 : 163 - 187
  • [6] Growth and predictors of change in English language learners' reading comprehension
    Farnia, Fataneh
    Geva, Esther
    JOURNAL OF RESEARCH IN READING, 2013, 36 (04) : 389 - 421
  • [7] Exploring sources of poor reading comprehension in English language learners
    Miao Li
    Esther Geva
    Nadia D’Angelo
    Poh Wee Koh
    Xi Chen
    Alexandra Gottardo
    Annals of Dyslexia, 2021, 71 : 299 - 321
  • [8] Exploring sources of poor reading comprehension in English language learners
    Li, Miao
    Geva, Esther
    D'Angelo, Nadia
    Koh, Poh Wee
    Chen, Xi
    Gottardo, Alexandra
    ANNALS OF DYSLEXIA, 2021, 71 (02) : 299 - 321
  • [9] Examining the relations between reading fluency and reading comprehension for english language learners
    Quirk, Matthew
    Beem, Sofie
    PSYCHOLOGY IN THE SCHOOLS, 2012, 49 (06) : 539 - 553
  • [10] Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners' reading comprehension
    de Lange, Maryna M.
    Winberg, Christine
    Dippenaar, Hanlie
    READING & WRITING-JOURNAL OF THE READING ASSOCIATION OF SOUTH AFRICA, 2020, 11 (01):