The role of timing in assessing oral reading fluency and comprehension in Kenya
The role of timing in assessing oral reading fluency and comprehension in Kenya
复制标题
时机在评估肯尼亚口语阅读流畅性和理解力方面的作用
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
S. Zuilkowski
中科院分区：
文献类型：
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作者：
B. Piper;S. Zuilkowski
尽管撒哈拉以南非洲地区与扫盲有关的方案和评价迅速增长，但对现有评估方法所依据的假设的相关性却很少给予重要关注。这项研究的重点是口语阅读流畅性评估的时间问题，成功的阅读的关键组成部分（甜菜，沃恩，泰勒，2002年;国家儿童健康和人类发展研究所（NICHD），2000年;皮库尔斯基和甜菜，2005年）。在小学数学和阅读倡议的背景下，在肯尼亚，定时和不定时的早期年级阅读评估（埃格拉）的口头阅读流畅性和阅读理解任务的几种教学干预措施的随机对照试验管理4385名学生在95个政府和125个非正式学校。使用来自埃格拉的数据-其管理最近已扩展到撒哈拉以南非洲地区-我们发现，当学生有更多时间时，他们在评估中的表现并没有明显更好。这种模式在很大程度上举行时，我们检查的效果分解学生的能力水平。这表明，定时评估管理起来更快，后勤上更容易，适合在肯尼亚使用。
Despite rapid growth in literacy-related programmes and evaluation in sub-Saharan Africa, little critical attention has been paid to the relevance of assumptions that underlie existing assessment methods. This study focuses on the issue of timing in the assessment of oral reading fluency, a critical component of successful reading (Chard, Vaughn, & Tyler, 2002; National Institute of Child Health and Human Development (NICHD), 2000; Pikulski & Chard, 2005). Within the context of the Primary Math and Reading Initiative, a randomized controlled trial of several instructional interventions in Kenya, timed and untimed Early Grade Reading Assessment (EGRA) oral reading fluency and reading comprehension tasks were administered to 4385 students in 95 government and 125 informal schools. Using the data from the EGRA – whose administration has expanded within sub-Saharan Africa recently – we found that students did not perform significantly better on the assessments when they had more time. This pattern largely held when we examined the effects disaggregated over student ability level. This suggests that timed assessments, which are faster to administer and logistically easier, are appropriate for use in Kenya.