Effective Reading & Evaluation

8/14/2019 Effective Reading & Evaluation

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March 17, 2007March 17, 2007


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L2 LearningL2 Learning

Collier (1989) reviewed recentCollier (1989) reviewed recent

studies of achievement test scores instudies of achievement test scores in

order to find out how long it takes L2order to find out how long it takes L2

learners to achieve native speakerlearners to achieve native speaker

norms in content areas. She reachednorms in content areas. She reached

five general conclusions.five general conclusions.


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L2 Learning (continued)L2 Learning (continued)

1.1. Students are able to achieveStudents are able to achievegrammatical proficiency in a secondgrammatical proficiency in a secondlanguage (as measured by a languagelanguage (as measured by a languagearts test of spelling, pronunciation, andarts test of spelling, pronunciation, andsimple grammar) after about two yearssimple grammar) after about two yearsof schooling in the target languageof schooling in the target languagecountry. However, it takes from five tocountry. However, it takes from five toten years (depending on the studentsten years (depending on the students

academic background and theacademic background and theinstructional program) to reach nationalinstructional program) to reach nationalnorms in content areas.norms in content areas.


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2. The students who achieved the2. The students who achieved thegreatest academic success weregreatest academic success wereenrolled in bilingual programs thatenrolled in bilingual programs that

provided solid cognitive academicprovided solid cognitive academicinstruction in both the first and theinstruction in both the first and thesecond language. Students in suchsecond language. Students in suchprograms require from four toprograms require from four to

seven years to reach nationalseven years to reach nationalnorms on tests of reading, socialnorms on tests of reading, socialstudies, and science.studies, and science.


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3. The students who take the longest time3. The students who take the longest time

to reach national norms in content areasto reach national norms in content areas

are those who arrive at a young age withare those who arrive at a young age with

little or no academic preparation in theirlittle or no academic preparation in theirfirst language and who receive nofirst language and who receive no

bilingual instruction. These students maybilingual instruction. These students may

require from seven to ten years ofrequire from seven to ten years of

schooling in the second language (L2)schooling in the second language (L2)before they reach native speaker norms.before they reach native speaker norms.


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4. Immigrants who arrive at ages eight to4. Immigrants who arrive at ages eight to

twelve with at least two years oftwelve with at least two years of

schooling in their first language (L1) andschooling in their first language (L1) and

who have no bilingual instruction requirewho have no bilingual instruction requirefrom five to seven years to reachfrom five to seven years to reach

national norms in content areas, but asnational norms in content areas, but as

little as two years in mathematics andlittle as two years in mathematics and

language arts. There is evidence oflanguage arts. There is evidence oftransfer of mathematical knowledge fromtransfer of mathematical knowledge from

L1 to L2.L1 to L2.


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5. Adolescents who have had no L25. Adolescents who have had no L2

exposure in their home countriesexposure in their home countries

and who are not able to continueand who are not able to continue

academic work in their L1 do notacademic work in their L1 do nothave enough time left in school tohave enough time left in school to

achieve national norms in contentachieve national norms in content

areas. This is true for those forareas. This is true for those forthose whose schooling has beenthose whose schooling has been

interrupted.interrupted.


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L2 Learning: ConclusionsL2 Learning: Conclusions

The most important of ColliersThe most important of Colliers

conclusions is that bilingualconclusions is that bilingual

education is the most effective wayeducation is the most effective way

to prepare ESL students forto prepare ESL students formainstream courses.mainstream courses.


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Learning Strategies: How much do weLearning Strategies: How much do we

actually remember?actually remember?

LectureLecture

ReadingReading

Audio-VisualAudio-Visual DemonstrationDemonstration

Discussion GroupDiscussion Group

Practice by DoingPractice by Doing Teach OthersTeach Others


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What is the most effective wayWhat is the most effective way

of learning?of learning? Lecture 5%Lecture 5%

Reading 10%Reading 10%

Audio-Visual 20%Audio-Visual 20% Demonstration 30%Demonstration 30%

Discussion Group 50%Discussion Group 50%

Practice by Doing 80%Practice by Doing 80% Teach OthersTeach Others 90%90%

T f itit


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Taxonomy of cognitiveaxonomy o cogn t veobjectivesobjectives

Level of Blooms TaxonomyLevel of Blooms Taxonomy


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Level of Blooms TaxonomyLevel of Blooms Taxonomy

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation


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Knowledge:Knowledge:

recall of specific information.recall of specific information.

((Define pressure)Define pressure)


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Comprehension:Comprehension:

Lowest level of comprehension.Lowest level of comprehension.((Describe the relationship betweenDescribe the relationship between

pressure and volume)pressure and volume)


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Application:Application:

Application of a rule or principleApplication of a rule or principle

(If you have fully inflated basketball(If you have fully inflated basketball

and add more air, what is the effectand add more air, what is the effect

on pressure inside the ball?)on pressure inside the ball?)


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Analysis:Analysis:

Breaks an idea into component partsBreaks an idea into component parts

and describes the relationshipsand describes the relationships..

((Explain why an automobile s tire willExplain why an automobile s tire will

not appear under-inflated after beingnot appear under-inflated after being

driven several miles at a highdriven several miles at a high

speed.speed.))


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Synthesis:Synthesis:

Puts the parts together to form a newPuts the parts together to form a new

wholewhole..

((If you double the absoluteIf you double the absolute

temperature of a gas and double thetemperature of a gas and double the

pressure of the gas, what is thepressure of the gas, what is the

effect of volume?effect of volume?))


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Evaluation:Evaluation:

Makes judgments about materialsMakes judgments about materials

and methodsand methods

((Before you is a container of waterBefore you is a container of water

vapor with a temperature of 150vapor with a temperature of 150

degrees C and a container of oxygendegrees C and a container of oxygen

at 150 degrees C. Which gas is moreat 150 degrees C. Which gas is more

likely to behave in accordance withlikely to behave in accordance withthe gas laws?)the gas laws?)


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Promoting Critical ThinkingPromoting Critical Thinking

To get the gist of what I am readingTo get the gist of what I am reading

To Predict-Verify-DecideTo Predict-Verify-Decide

To Visualize-Verify-DecideTo Visualize-Verify-Decide To summarizeTo summarize

To solve problems when I dontTo solve problems when I dont

understandunderstand(Adapted from Bergman, 1992)(Adapted from Bergman, 1992)

To get the gist of what I amo get t e g st o w at am


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To get the gist of what I amo get t e g st o w at amreading:reading:

What is the problem?What is the problem?

What is the solution?What is the solution?

What do I need to know moreWhat do I need to know moreabout?about?


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To Predict-Verify-Decide:To Predict-Verify-Decide:

---- Whats going to happen next?Whats going to happen next?

(Is my prediction still a good one? Do(Is my prediction still a good one? Do

I need to change my prediction?)I need to change my prediction?)

---- What makes me think so?What makes me think so?


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To Visualize-Verify-Decide:To Visualize-Verify-Decide:

What does this (person, place, orWhat does this (person, place, or

thing) look like?thing) look like?

Is the picture in my mind still good?Is the picture in my mind still good?

Do I need to change the picture?Do I need to change the picture?

What makes me think so?What makes me think so?


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To summarize:To summarize:

Whats happened so far?Whats happened so far?

Who did what?Who did what?

What makes me think so?What makes me think so?


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To solve problems when I dontTo solve problems when I dont

understandunderstand Shall I stop and review?Shall I stop and review?

Shall I reread and look back?Shall I reread and look back?

Shall I ignore and read on?Shall I ignore and read on? Why?Why?


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Questions toQuestions to PPromoteromote

EEvaluativevaluative RReadingeading What is the purpose of this selection?What is the purpose of this selection?

What is the authors point of view?What is the authors point of view?

What words and phrases reveal theWhat words and phrases reveal theauthors point of view?authors point of view?

What is the authors tone?What is the authors tone?


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How is theHow is the MMaterialaterial OOrganized?rganized?

most to least importantmost to least important least to most importantleast to most important cause and effectcause and effect advantages and disadvantagesadvantages and disadvantages

chronological orderchronological order spatial orderspatial order steps in a processsteps in a process examplesexamples

comparison and contrastcomparison and contrast reasonsreasons


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Effective strategies for teachingEffective strategies for teaching

readingreading KWLPlusKWLPlus

SQ4RSQ4R

Other Useful TechniquesOther Useful Techniques


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KWLPlusKWLPlus

The prereading stage: (K) = Know. ToThe prereading stage: (K) = Know. Toindicate what students want to know moreindicate what students want to know moreabout a topic of the reading passage.about a topic of the reading passage.

The purpose-setting stage: (W) = Want toThe purpose-setting stage: (W) = Want to

know. To guide their reading.know. To guide their reading. The postreading stage: (L) = Learned. ToThe postreading stage: (L) = Learned. To

tell what they learned after reading thetell what they learned after reading thetext.text.

Plus. To engage in a writing activity toPlus. To engage in a writing activity toexpress their learning.express their learning.


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SQ4RSQ4R

SSurveyurvey:: Look at pictures, photos,Look at pictures, photos,

maps, bold print, captions, and headimaps, bold print, captions, and headi

ngs to help you form an idea of the tngs to help you form an idea of the t

opic and purpose of the written text.opic and purpose of the written text.


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RRespondespond

As you read, try to find the answersAs you read, try to find the answers

to the questions you asked. Remembto the questions you asked. Rememb

er, as you read, you might ask moreer, as you read, you might ask more

questions. Be sure to write your ansquestions. Be sure to write your answers in the margins.wers in the margins.


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ReviewReview

When you finish reading, review theWhen you finish reading, review the

written text. Can you answer the quewritten text. Can you answer the que

stions that you asked? Do you understions that you asked? Do you under

stand everything about the written testand everything about the written text? If the author(s) were sitting nextxt? If the author(s) were sitting next

to you, what other questions would yto you, what other questions would y

ou ask?ou ask?


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ReflectReflect

Close the text. Think about whatClose the text. Think about what

your have read. Discuss the main poiyour have read. Discuss the main poi

nts with someone. Do you agree or dnts with someone. Do you agree or d

isagree with the author(s)? What surisagree with the author(s)? What surprised you about the written text? Wprised you about the written text? W

hat did you find to be interesting? What did you find to be interesting? W

hat did you find to be confusing? Whhat did you find to be confusing? What did you learn?at did you learn?

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Effective Reading & Evaluation