An investigation into the effects of using oral reading for assessment and practice at the Grade One level, resource/classroom teacher collaboration

• Main Author: Adamson, Patricia Ann
• Format: Others
• Language: en; en_US
• Published: 2007
• Online Access: http://hdl.handle.net/1993/1355

This study was an attempt to learn more about the effects of using oral reading for assessment and practice in a Grade One classroom. Over a six month period from January to June, 1996, the resource teacher developed a collaborative relationship with the Grade One classroom teacher and, together, they worked to: examine the oral reading activities used in the classroom; determine ways of incorporating authentic, ongoing assessment procedures into these activities; and analyze how this assessment impacts on subsequent instructional activities in the classroom. Data from this study provided information on: (1) the use of running records for oral reading assessment and the incorporation of this knowledge into planning appropriate subsequent instructional activities, (2) the development of effective collaboration between the classroom teacher and the resource teacher for purposes of supporting reading development and providing early intervention, (3) the involvement of both children and parents in oral reading practice and assessment of literacy development, and (4) the development of cross-age tutoring partnerships between Grade One and older children. In addition, this study augmented our theoretical understanding of early literacy acquisition confirming that: (1) ongoing oral reading assessment and practice provides the classroom teacher, the students and the parents with critical information for literacy development; and (2) young readers need multiple opportunities to practice and extend their reading understanding through social interaction. The results extend pedagogical knowledge regarding how to: (1) use oral reading assessment to inform instruction; (2) develop programs for oral reading practice using trained volunteers and cross-age tutors; (3) select appropriately leveled texts for beginning readers; and (4) organize the classroom effectively to provide a balanced literacy program.