What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum

In the Netherlands, the quality of the reading curriculum is currently under debate because of disappointing results on national and international assessments of students’ reading skills and motivation. In a mixed-method study, we analyzed the content of Dutch textbooks for reading comprehension instruction (i.e., the implemented curriculum) and teachers’ evaluation and use of these books (i.e., the enacted curriculum). A materials analysis of reading comprehension lessons (N = 80) in eight textbooks for grades 4 and 5 was complemented with semi-structured teacher interviews (N = 29) and lesson observations (N = 11), with a focus on the quality of reading strategy and text structure instruction in the curriculum. Main findings are (1) a lack of alignment between lesson goals, theory, and assignments, (2) a strong focus on practicing strategies, (3) limited declarative knowledge about strategies and text structure, (4) little opportunities for self-regulated strategy application. The teachers that were interviewed mention similar problems, but still hardly deviate from the textbook’s content and pedagogical guidelines. We make recommendations to improve the quality of the curriculum.

Screening for Giftedness Using a Reading Curriculum Based Measure

The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item gradient, and predictive capacity using 460 fourth grade students. Eighty fourth graders (17.39%) scored one standard deviation above the MIR:R mean. Ten fourth graders (2.17%) scored two or more standard deviations above the mean, indicating an adequate ceiling. Item gradients were sufficient, that is, one raw score change produced less than one-third of a standard deviation change in standard deviation units. The MIR:R accurately screened students who performed in the “advanced” range on an end-of-the-year measure (i.e., Tennessee Comprehensive Assessment Program [TCAP]). Results of a chi-square indicated that 78.3% were identified as non-gifted by both the TCAP and MIR:R and 5.9% were identified as gifted.

Integrating diagnostic assessment into curriculum: a theoretical framework and teaching practices

Currently, much research on cognitive diagnostic assessment (CDA) focuses on the development of statistical models estimating individual students’ attribute profiles. However, little is known about how to communicate model-generated statistical results to stakeholders, and how to translate formatively diagnostic information into teaching practices. This study proposed an integrative framework of diagnosis connecting CDA to feedback and remediation and, meanwhile, demonstrated empirically the application of the framework in an English as a Foreign Language (EFL) context. Particularly, the empirical study presented procedures of integrating diagnostic assessment to EFL reading curriculum through four phases of planning, framing, implementing, and reflecting. The results show that these procedures, influenced by the teacher’s orientation to diagnostic assessment and approach to EFL teaching, affected students’ perceptions of diagnostic assessment, their attitudes toward remedial instructions, as well as their learning outcomes on EFL reading. The results also provide evidence to the effectiveness of the integrative framework proposed in this study, showing that the framework could serve as practical guidance to the implementation and use of diagnostic assessment in the classroom.Overall, this study indicates that the diagnostic approach is a more effective way to provide instructionally useful information than other test and assessment approaches that do not differentiate strengths and weaknesses among students with the same total score.

Meningkatkan Minat Membaca melalui Gerakan Literasi Sekolah

The literation will affect the nation's competitiveness in global competition. Literacy ability is very important for the success of individuals and countries in the level of knowledge-based on economi in area global in the future. It is give reinforcement that the compulsory reading curriculum is important to be applied in Indonesia education. The literation on SMA Negeri 1 Bungura Timur Laut Kabupaten Natuna Provinsi Kepulaua Riau is beneficial for formating of noble character, developing a love of reading, stimulating the growth of reading activities outside of school, adding knowledge and opening ideas and ideas concept that can also be contained in a piece of writing.The literation on SMA Negeri 1 Bunguran Timur Laut applied with the form of socialization has conducted to educators, students, for completing reading material that has begun to be difficult to obtain, presenting a digital library in accordance with the needs of current technological developments. The participants who visit the library will get a doorprize, besides that each twice a year will be announced on reading ambassador , to develop the Gelige library at SMA Negeri 1 Bunguran Timur Laut there is a Suggestion box and Feedback Box to be filled in by visitors who want to submit their suggestions.

Systematic Review of Curriculum-Based Measurement with Students Who Are Deaf

This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed reading fluency, silent reading fluency, cloze (write in missing words given blank lines within a passage), and maze (circle the target word given multiple choice options within a passage). Data obtained from these measures were generally found to be internally consistent and stable with validity evidence varying across measures. Emerging evidence supports the utility of CBM for students who are DHH. Further empirical evidence is needed to continue to explore technical properties, identify if student scores are sensitive to growth over short periods of time, and examine whether CBM data can be used to inform instructional decision-making to improve student outcomes.

Time for Reading Instruction: How Much Time Should Schools and Teachers Devote to Reading Instruction in Grades K-2?

Although research has indicated that time allotted for instruction in reading is associated with reading achievement, no studies have examined what is the appropriate or optimal time that should be given to reading instruction in the primary grades (grades K-2). Given the understanding that it is the teachers themselves who would have the best sense of the appropriate time for reading instruction and its various components. Results of the survey indicate that teachers feel that 178-198 minutes be devoted to the general literacy curriculum, while 62-71 minutes be devoted to the core reading curriculum per day. We note that the allocation of time to the major components of reading instruction (word study, fluency, and comprehension) varied considerably. In follow-up survey inquiries, a significant number of teachers manifest difficulties in actually meeting their own recommendations for time appropriation for reading instruction. Among the factors that keep teachers from meeting their recommendations for instructional time are special events that disrupt and disturb the time given for instruction. Recommendations for making time for literacy instruction for effective and efficient are considered.