An Exploration of Elementary Teachers' Views of Informal Reading Inventories in Dual Language Bilingual Programs

Autor/in	Ascenzi-Moreno, Laura
Titel	An Exploration of Elementary Teachers' Views of Informal Reading Inventories in Dual Language Bilingual Programs
Quelle	In: Literacy Research and Instruction, 55 (2016) 4, S.285-308 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2016.1165318
Schlagwörter	Bilingual Education Programs; Elementary School Teachers; Informal Reading Inventories; Interviews; Reading Achievement; Reading Programs; Teacher Surveys; English; Spanish; Language of Instruction; Phenomenology; Emergent Literacy; Student Evaluation; Evaluation Methods; School Policy; Instructional Materials; Qualitative Research + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Leseleistung; English language; Englisch; Spanisch; Teaching language; Unterrichtssprache; Phenomenological psychology; Phänomenologie; Psychologie; Frühleseunterricht; Schulnote; Studentische Bewertung; Schulpolitik; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Qualitative Forschung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01