Reading for Learning: Literacy Supports for 21st-Century Work

Gomez, Louis M.; Gomez, Kimberley

doi:10.1177/003172170708900313

Cited by 20 publications

(15 citation statements)

References 4 publications

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“…Decoding abilities are more of a concern at Grade 1 and later on there is a stronger focus on reading comprehension, because decoding is a necessary precondition of reading comprehension (Clarke, Truelove, Hulme, & Snowling, ). This might cause teachers focusing more intensely on reading comprehension and its judgment as well as on reading for learning more than focusing on decoding abilities (Gomez & Gomez, ). Another explanation could also be that teachers are more familiar with reading comprehension tests than with decoding tests.…”

Section: Discussionmentioning

confidence: 99%

Influences on Teachers’ Judgment Accuracy of Reading Abilities on Second and Third Grade Students: A Multilevel Analysis

Paleczek

Seifert

Gasteiger‐Klicpera

2017

Psychology in the Schools

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The present study aims at examining variables (at individual and class level) that influence the accuracy of teacher judgments of second and third graders’ reading abilities (decoding and reading comprehension). Data of 1,468 students and 86 teachers were collected. Due to the nested structure of the data, multilevel regression analyses were applied. Results revealed about 5% of the variance in judgment accuracy at class level. Generally, teachers judged reading comprehension abilities more accurately than decoding abilities. Low‐achieving students’ abilities, though, were judged less accurately. Accuracy in judging decoding was higher in small classes and in students with special educational needs. Accuracy in judging reading comprehension grew along the years (higher in Grade 3 and at the end of the academic year). Additionally, teachers judged second language learners' reading comprehension less accurately. The results are discussed in the light of implications for teacher training.

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Section: Discussionmentioning

confidence: 99%

Influences on Teachers’ Judgment Accuracy of Reading Abilities on Second and Third Grade Students: A Multilevel Analysis

Paleczek

Seifert

Gasteiger‐Klicpera

2017

Psychology in the Schools

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“…In low and intermediate performers also, the positive relationship between languages and social studies remained robust throughout the years studied. This suggests that general language skills may play a key role in performance in other academic domains-particularly social studies-and that low language skills may underpin lower performance in these areas (Moje, 2002;Gomez & Gomez, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…An alternative model of school performance is also feasible. Adolescent literacy research has shown that proficiency in the language of schooling can affect performance in all domains (e.g., Moje, 2002;Gomez & Gomez, 2007). Deficiency in the language of schooling is thought to underlie the academic underperformance of certain ethnic and economic groups (Snow & Biancarosa, 2003).…”

Section: Introductionmentioning

confidence: 99%

Keeping on track: Performance profiles of low performers in academic educational tracks

Reed¹,

Wesel²,

Ouwehand³

et al. 2014

British Educational Res J

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In countries with high differentiation between academic and vocational education, an individual's future prospects are strongly determined by the educational track to which he or she is assigned. This large-scale, cross-sectional study focuses on low-performing students in academic tracks who face being moved to a vocational track. If more is understood about these students, measures could be taken to improve their performance and keep them within academic education. The study investigates performance patterns in academic tracks in the first three years of secondary school in the Netherlands. By identifying patterns that reveal how competence levels in different domains are related at different stages of development and by comparing low performers with other students, the study sheds light on individual and educational aspects that may be amenable to intervention. School grades were analysed for 1596 students. School performance was found to reflect three domains-languages (language of schooling and modern foreign languages), social studies and science and math-that appear to interact in a process of co-construction. General language skills were robustly related to performance in other domains-particularly social studies-throughout the first three years of secondary school. By comparison, proficiency specifically in the language of schooling was less strongly related to social studies and science and math performance after the first year. Suggestions are given as to how educators and curriculum developers could use these insights to accommodate individual and developmental differences and to develop learning materials that may help low performers keep on track. IntroductionIn countries with educational systems that are stratified according to general scholastic ability, an individual's future occupational status and employment prospects are strongly determined by the educational track to which he or she is assigned at school. This is particularly so where there is high differentiation between academic and vocational education. In contrast to those in academic tracks, individuals in vocational tracks often have no direct access to higher education or professional employment and attain lower occupational status (Shavit & M€ uller, 2000;Wolbers, 2007;Andersen & Van de Werfhorst, 2010 Vol. 41, No. 1, February 2015, pp. 48-71 DOI: 10.1002 tracks with lower-level skills face a future with lower wages and higher levels of unemployment (Oesch, 2010;OECD, 2012).In stratified systems, students are often placed in designated educational tracks from early on in secondary school, with initial track allocation depending on performance in the final years of primary school and subsequent movement between tracks depending on on-going performance in the first years of secondary school. In consequence, students who perform poorly in academic tracks may be moved to a vocational track. This considerably impacts their future prospects in an economic climate where higher educational levels are needed to compete in an increasingly in...

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“…It also would contain a schedule of units or topics and science-related readings and questions, with frequent opportunities for discussion and writing-all of it grounded in close, careful reading of texts, diagrams, charts, and data displays (which are integral to science texts and understanding). This is precisely the kind of literacy-based science education now being advocated by science and literacy experts (see Alberts, 2006Alberts, /2007Gomez & Gomez, 2007;Shanahan & Shanahan, 2008;Zmach, Hapgood, & Palincsar in Schmoker, 2011, pp. 168-171).…”

Section: Curriculum In the Content Areasmentioning

confidence: 94%