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An Exploration of Elementary Teachers' Views of Informal Reading Inventories in Dual Language Bilingual Programs
| Content Provider | Scilit |
|---|---|
| Author | Ascenzi-Moreno, Laura |
| Copyright Year | 2016 |
| Description | This study examines how elementary teachers (grades three through five) in dual-language, bilingual programs (Spanish/English) view informal reading inventories (IRIs) to support their students' reading growth. The research, conducted in an urban district in the Northeastern United States, draws on interviews with 20 teachers in these programs. One significant finding is that although teachers in the sample collected IRIs in the two languages of instruction, they did not examine English and Spanish reading assessment data side by side in order to construct a unified portrait of their students as bilingual readers. This study highlights the finding that IRIs are currently viewed as monolingual assessments rather than as a lens into students' biliteracy, thus bypassing a powerful way to assist teachers in making instructional decisions in support of students' bilingual reading development. |
| Related Links | https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1103&context=bc_pubs |
| Ending Page | 308 |
| Page Count | 24 |
| Starting Page | 285 |
| ISSN | 19388071 |
| e-ISSN | 19388063 |
| DOI | 10.1080/19388071.2016.1165318 |
| Journal | Literacy Research and Instruction |
| Issue Number | 4 |
| Volume Number | 55 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2016-05-04 |
| Access Restriction | Open |
| Subject Keyword | Journal: Literacy Research and Instruction Language Studies Assessment Biliteracy Emergent Bilingual Students Informal Reading Inventories |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Linguistics and Language |
