Assessing the reading and writing of EAL/D students: issues and implications

Miller, Jenny, Keary, Anne and Windle, Joel 2012, Assessing the reading and writing of EAL/D students: issues and implications, in ACTA 2012 : TESOL as a global trade – ethics, equity and ecology : Proceedings of the ACTA 2012 conference : TESOL in Context Special Edition S3, ACTA, Sydney, NSW, pp. 1-15.

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Title Assessing the reading and writing of EAL/D students: issues and implications
Author(s) Miller, Jenny
Keary, Anne
Windle, Joel
Conference name ACTA International Conference (2012 : Cairns, Queensland)
Conference location Cairns, Queensland
Conference dates 3-5 July 2012
Title of proceedings ACTA 2012 : TESOL as a global trade – ethics, equity and ecology : Proceedings of the ACTA 2012 conference : TESOL in Context Special Edition S3
Editor(s) Jackson, Robert
Publication date 2012
Conference series ACTA International Conference
Start page 1
End page 15
Total pages 15
Publisher ACTA
Place of publication Sydney, NSW
Keyword(s) EAL/D
reading
writing
pedagogy
assessment
Summary This paper reports on the preliminary findings of a study on literacy strategies for learners in established English as an Additional Language (EAL) classes in Years 7-10 in three Victorian secondary schools. The paper draws on baseline reading and writing assessment results (N=45). 

The findings showed that within a single classroom, around 70% of students were operating at well below their high school year level, and that teachers faced a six-year spread of literacy levels in each class. At the lower levels, students were weak in both reading and writing. At higher levels, students were stronger in reading than in writing.

The reading assessments have several implications for teaching. They point to a need for instruction in decoding skills, especially semantic and syntactic cueing systems. Because decoding is necessary but not sufficient for comprehension of academic texts, knowledge about vocabulary, grammar and genre needs to be embedded in the curriculum in a systematic way for literacy development to be maximised. The study also shows how ongoing formative assessment is required to ground literacy pedagogy.
ISSN 1030-8385
Language eng
Field of Research 130207 - LOTE, ESL and TESOL Curriculum and Pedagogy
Socio Economic Objective 930201 - Pedagogy
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2012, ACTA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30057105

Document type: Conference Paper
Collection: Centre for Research in Educational Futures and Innovation
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