Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners

Authors

  • Kristin J. Davin Loyola University Chicago
  • Francis J. Troyan The Ohio State University
  • Ashley L. Hellmann Falk Laboratory School, University of Pittsburgh

DOI:

https://doi.org/10.1558/lst.v1i1.1

Keywords:

dynamic assessment, reading comprehension, sociocultural theory, learning potential score, mediation

Abstract

This study examines the design and implementation of a dynamic reading comprehension task (D-RCT) for classroom use with second language learners. A paper and pencil D-RCT was designed that could be (1) utilized on a regular basis, (2) adapted to any content, and (3) easily implemented in classrooms where access to technology is limited. The teacher in the present work utilized pre-scripted mediation prompts during the D-RCT that were assigned a numerical value to calculate four scores for each individual student: an actual score, a mediated score, a learning potential score, and a mediation value score. The present study describes the assessment design and analyzes scoring procedures to determine their potential for classroom application. The authors conclude that D-RCTs should be used as a learning tool in second language classrooms and suggest recommendations for scoring procedures.

Author Biographies

  • Kristin J. Davin, Loyola University Chicago

    Kristin J. Davin is Assistant Professor of Foreign and Second Language Education in the School of Education at Loyola University Chicago.

  • Francis J. Troyan, The Ohio State University

    Francis J. Troyan is Assistant Professor of Foreign and Second Language Education in the College of Education and Human Ecology at The Ohio State University.

  • Ashley L. Hellmann, Falk Laboratory School, University of Pittsburgh

    Ashley L. Hellmann is the K-5 Spanish teacher at Falk Laboratory School in Pittsburgh, Pennsylvania.

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Published

2014-01-30

Issue

Section

Articles

How to Cite

Davin, K. J., Troyan, F. J., & Hellmann, A. L. (2014). Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners. Language and Sociocultural Theory, 1(1), 1–23. https://doi.org/10.1558/lst.v1i1.1

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