WHAT DO WE MEAN BY A GOOD READER? HOW CAN WE MAKE COMPARISONS?

10
Apr

WHAT DO WE MEAN BY A GOOD READER? HOW CAN WE MAKE COMPARISONS?

WHAT DO WE MEAN BY A GOOD READER? HOW CAN WE MAKE COMPARISONS?

This paper outlines what a learning progression in reading looks like and its potential use to achieve a common understanding of levels of reading proficiency across countries and contexts. The progression also provides an excellent model for reading assessments by defining the scope of skills that should be considered at different points.

What do we mean by a good reader? How can we make comparisons?
A reading learning progression describes development from a non-reader, through to a highly proficient reader. The Australian Council for Educational Research has developed a highly refined reading progression based on empirical data and expert input. The progression is not based on theories of reading. It is based on extensive evidence about the kinds of reading skills students typically find harder, or easier, to demonstrate as they learn to read and become highly proficient. The focus is on the deep conceptual skills that underpin growth in skilled reading comprehension. A nutshell summary provides a useful overview, with more detailed descriptions of each level, including text complexity and vocabulary, and strands of locating information, understanding and evaluating and reflecting. Sample texts and reading assessment items illustrate the levels of the progression.
The lower levels of the progression include listening comprehension and a reading aloud strand which provides a very broad outline of common stages in the development of decoding skills in alphabetic and alpha-syllabic languages. These strands are not continued beyond level 7. At this level, students have sufficient fluency to support comprehension of short, simple texts, so the focus is on how their comprehension skills improve.

This paper outlines the potential uses of the reading learning progression to achieve a common understanding of levels of literacy proficiency across countries and contexts as well as within school systems and school communities. The detailed level descriptions help educators to better understand how to support reading comprehension development throughout school. The progression also provides an excellent model for reading assessments by defining the scope of skills that should be considered at different points in the progression and modelling a range of good quality reading assessment items.

AUTHOR: Prue Anderson

Early grades’ literacy specialist:
• 20 years leading system-level literacy assessment development and data interpretation in the Philippines, Laos, Brunei, Indonesia, Papua New Guinea, Lesotho and Australia including workshops and presentations.
• Lead developer ACER Reading Progression
• PIRLS reading expert
• K-3 teacher and primary lecturer
• Currently lead curriculum and assessment advisor for Pathways BARMM reform project

Website: https://www.acer.org/au
Email: prue.anderson@acer.org
Twitter: https://twitter.com/acereduau
LinkedIn: https://www.linkedin.com/company/australian-council-for-educational-research/

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