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ERIC Number: EJ1108689
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1938-8071
An Exploration of Elementary Teachers' Views of Informal Reading Inventories in Dual Language Bilingual Programs
Ascenzi-Moreno, Laura
Literacy Research and Instruction, v55 n4 p285-308 2016
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A