ERIC Number: EJ781940
Record Type: Journal
Publication Date: 2008-Jan
Reference Count: 79
Dynamic Assessment and Remediation Approach: Using the DARA Approach to Assist Struggling Readers
Macrine, Sheila L.; Sabbatino, Eileen D.
Reading & Writing Quarterly, v24 n1 p52-76 Jan 2008
There is currently a disparity between the way reading instruction is conducted in many of today's schools and the method by which students' reading is assessed. Additionally, traditional assessments often ignore learner differences in culture, ability, learning style, and background, while focusing on static results that involve little to no interaction between the assessor and the student. Recently, innovative reading assessments, such as Dynamic Assessment, have been introduced into the field. The authors of this article propose a program, Dynamic Assessment and Remediation Approach (DARA), that is a social-constructivist model of assessment and remediation. The use of scaffolding through dialogue allows for on-going assessment of students' reading in order to gain insight into the manner in which students process textual information. This model of assessment measures progress over time and provides remedial plans based on assessment results. DARA better suits the needs of students who are functioning in ways that are different from the "norm."
Descriptors: Constructivism (Learning), Cognitive Style, Student Evaluation, Cultural Differences, Remedial Instruction, Reading Instruction, Scaffolding (Teaching Technique), Evaluation Methods, Reading Achievement, Reading Difficulties, Educational Philosophy, Models, Interaction, Disabilities, Alternative Assessment, Educational Assessment, Special Needs Students, Educational Theories, Educational Research
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A