The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities

Chatenoud, Céline; Turcotte, Catherine; Aldama, Rebeca; Codio, Sabine

doi:10.1002/9781119610793.ch4

Cited by 4 publications

(7 citation statements)

References 14 publications

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“…They may not be effective enough at detecting and qualifying students' progress when they are micro-changes in RC development (Fuchs et al, 2011;Sabatini & O'Reilly, 2013). This is particularly relevant among readers with reading difficulties or disabilities (Chatenoud et al, 2021;Nation et al, 2006;Navarro & Mora, 2012a). Thus, the unified concept of validity examines the practical implications of the test scores: "how individuals incorporate these messages into their daily lives -how these messages affect the way they understand themselves and others" (Moss, 1998, p.7).…”

Section: Consequential Validitymentioning

confidence: 99%

A Methodological Review on Dynamic Assessment of Reading Comprehension: An Appraisal of the Construct, Consequential and Social Validity

Tessier,

Chatenoud,

Elleman

2024

Preprint

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This methodological review examines sixteen empirical studies on dynamic assessment of reading comprehension published between 2000 and 2021. Systematic content analysis was used to highlight methodological trends in the publications and analyze construct, consequential, and social validity. Our findings describe the following tendencies: a preponderance of quasi-experimental designs with non-probabilistic sample methods and a predominance of interventionist dynamic testing methods. The research outcomes were grouped in three categories: (b) half of the studies showed that dynamic assessment promoted students’ reading comprehension abilities, (a) more than a quarter demonstrated that students performed significantly better on dynamic testing than on static testing, and (c) a fifth of the studies demonstrated that dynamic assessment could contribute to diagnosis or student classification. Our analysis emphasized opportunities for improvement in construct validity in research focused on dynamic assessment of reading comprehension, including: (1) defining key constructs, (2) providing detailed information on how the constructs were operationalized, (3) explaining how reliability was assessed, and (4) explicitly linking the results to the method used to theory. Most studies focused on the proximal consequential basis of the test used, notably to demonstrate the effectiveness or the feasibility of dynamic testing. Therefore, it may be necessary for future research to examine the distal consequences, notably on students' social, emotional, and cognitive development. Finally, our review underlines the need to better document the social relevance of dynamic assessment in the classroom by giving a voice to students, teachers, and other stakeholders who may be most concerned.

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Section: Consequential Validitymentioning

confidence: 99%

A Methodological Review on Dynamic Assessment of Reading Comprehension: An Appraisal of the Construct, Consequential and Social Validity

Tessier,

Chatenoud,

Elleman

2024

Preprint

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“…For instance, Turnbull & Wehmeyer [4] indicated that the instructional delivery for CWID needs to be as concrete as possible. The topics and methods to be selected for teaching these children need to be tailored based on their intellectual capabilities and pace of learning [6]. King, Baxter, Rosenbaum, Zwaigenbaum & Bates [7] also noted that educating CWID requires teachers to use flexible approaches, relate the information to real life situation, and move from the known to the unknown.…”

Section: Globalmentioning

confidence: 99%

Lived Experience of Teachers in Teaching Students with Intellectual Disabilities in Burka Bekumsa Inclusive Primary School, Ethiopia

Negassa,

Yadeta

2023

GJIDD

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The purpose of this study was to explore lived experience of teachers in teaching children with intellectual disabilities (CWID) in Burka Bekumsa Inclusive Primary School. A qualitative approach with phenomenological design was employed to obtain the required information from regular and special needs education (SNE) teachers. The study involved six teachers who were selected purposively for having experience of teaching CWID. Data was collected using semi-structured interviews and analyzed thematically. Findings of the study revealed that the education of CWID focuses on helping them acquire some basic daily life skills such as dining, personal hygiene, greetings and basic academic skills related to counting, self-awareness and environmental recognition which involve naming body parts, objects and animals. It was found that the educational experiences organized by the teachers and the school benefited the children in developing independent life skills, communication, behavior, relationships with typical children and teachers. The study also found that teachers’ skill of teaching and relationship with the CWID was improved successively as a result of familiarity with the behavior and ways of learning acquisition among CWID. Lack of relevant training for teachers on inclusion of CWID, shortage of classroom and appropriate educational materials, lack of incentives for teachers and weak parental involvement in the education of their children were identified as outstanding problems in educating the CWID. It is recommended that skill-related trainings and incentive packages should be organized for teachers to compensate for the demanding work, basic instructional resources should be allocated, and parents should be encouraged and empowered to take part in the education of their children.

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“…Elle touche ainsi aux questions de l'accessibilité pédagogique et des savoirs (Assude et al, 2014). Elle entend contribuer à la réflexion sur les moyens de suivre et de soutenir les apprentissages en compréhension en lecture de ces apprenants (Chatenoud et al, 2021).…”

Section: Contexte De Réalisation De La Rechercheunclassified

“…Néanmoins, depuis près d'une dizaine d'années, des efforts ont été entrepris dans les communautés scientifique et scolaire pour permettre à ces élèves d'avoir accès à un enseignement plus riche et stimulant relatif à un ensemble de composantes en lecture (Allor et al, 2010;Chatenoud et al, 2021). Ces initiatives tiennent compte du fait que tôt dans leur scolarité, ces élèves manifestent des difficultés à acquérir les stratégies de base en littératie (Katims, 2000;van Tilborg et al, 2014).…”

Section: Problématiqueunclassified

Les apports et limites d’une épreuve dynamique de compréhension en lecture aux yeux d’enseignantes d’élèves ayant une déficience intellectuelle

Aldama,

Turcotte,

Chatenoud

2023

RHÉ

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Nombre de tests de compréhension en lecture utilisés dans les écoles manquent de sensibilité, proposent des tâches peu authentiques et reposent rarement sur des modèles théoriques récents. Ces lacunes sont plus problématiques auprès d’élèves ayant une déficience intellectuelle (DI), qui ont besoin du développement d’approches adaptées à leur profil cognitif et motivationnel. Les évaluations dynamiques (ÉD) pourraient s’avérer utiles, car elles incluent l’interaction et la médiation durant la passation pour mieux comprendre ce qui favorise les apprentissages des élèves. La présente recherche qualitative explore la perception de quatre enseignantes sur les apports et limites d’une ÉD en compréhension en lecture auprès d’élèves ayant une DI.

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The Learning Community Mobilized to Raise the Reading Levels of Adolescents with Intellectual Disabilities

Cited by 4 publications

References 14 publications

A Methodological Review on Dynamic Assessment of Reading Comprehension: An Appraisal of the Construct, Consequential and Social Validity

A Methodological Review on Dynamic Assessment of Reading Comprehension: An Appraisal of the Construct, Consequential and Social Validity

Lived Experience of Teachers in Teaching Students with Intellectual Disabilities in Burka Bekumsa Inclusive Primary School, Ethiopia

Les apports et limites d’une épreuve dynamique de compréhension en lecture aux yeux d’enseignantes d’élèves ayant une déficience intellectuelle

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