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ERIC Number: EJ901707
Record Type: Journal
Publication Date: 2010-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0969-594X
Developmental Assessment: Lifting Literacy through Professional Learning Teams
Griffin, Patrick; Murray, Leanne; Care, Esther; Thomas, Amanda; Perri, Pierina
Assessment in Education: Principles, Policy & Practice, v17 n4 p383-397 Nov 2010
Outcomes and findings from an evidence-based approach to targeting primary school students' developmental reading comprehension levels for effective learning are described. Nineteen schools participated in a literacy assessment project designed to monitor and improve the reading comprehension achievement levels of their students. The project integrated a developmental approach to learning and teaching, information derived from standardised reading comprehension assessments, and professional development for teachers. Reading comprehension achievement across the schools increased at a higher rate than typically expected. Teacher discourse about teaching and learning changed from discrete skill and resource focused, to developmentally focused. The centrality of a professional learning team approach to change for the student, teacher and school is discussed. (Contains 1 table and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A