SKrashen: Intensive Systematic Phonics, Tests of Reading Comprehension, and the Garan Effect

SKrashen: Intensive Systematic Phonics, Tests of Reading Com...: An article in the Guardian announced that a new study confirmed the positive effect of intensive ...

SKrashen: Intensive Systematic Phonics, Tests of Reading Comprehension, and the Garan Effect

SKrashen: Why test writing?

SKrashen: Why test writing?

A suggestion: Drop the composition section of the Comprehensive Assessment Program

Sent to the Taipei Times, June 12.

The composition section is the most contentious part of the
Comprehensive Examination ("Blame game won’t solve exam problem:
minister," June 13).

I have a suggestion: Drop the composition section entirely.

Testing students on writing proficiency makes no sense: Studies show
that our ability to write using the accepted conventions of writing,
including organization and mechanics, is largely the result of reading,
which is why reading and writing scores are always so highly correlated:
those who read a great deal do better on both reading and writing
tests.

Essays are also the hardest part of language exams to
grade, requiring consultation among graders and a great deal of tedious
work.

Stephen Krashen

original article: http://www.taipeitimes.com/News/taiwan/archives/2014/06/13/2003592660/1

SKrashen: Why test writing?

@ THE CHALK FACE: Dr. Krashen’s Solutions Work! Preempt “summer learning loss” by addressing poverty, and ensuring access to books!

First published on @ THE CHALK FACE on June 6, 2014

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Providing more access to interesting reading material by investing in public libraries and librarians is an excellent way to deal with summer learning loss. — Dr. Stephen D. Krashen

Let's talk about serendipity. This morning at teacher sent me a Haertel paper on the unreliability of Value Added Measures, and I saw a figure in the paper on "summer learning loss" that started me working on an infographic. After creating the graphic and the corresponding tweet, I noticed that Dr. Paul Thomas had tweeted a new post by Professor Krashen on essentially the same topic entitled: Arne Duncan suggests year-round school as a solution to the summer slide. I disagree. It may well be that it was pure chance, but it's probably because school (at least LAUSD) was wrapping up this week.

Krashen's Solutions Work!

Professor Stephen Krashen and colleagues have repeatedly proven that both access to books, and ameliorating the effects of poverty are critical in addressing so-called achievement gaps. Neoliberal corporate education reform's wrongheaded assertion that we need to lengthen the school year ignores these indisputable facts, as emphatically illustrated by differences in the table (Haertel 17) above:

References

Haertel, Edward. "Reliability and Validity of Inferences About Teachers Based on Student Test Scores." Educational Testing Service, 2013. Web. 6 June 2014 <http://j.mp/1kQw5kw>

Krashen, Stephen D. "Protecting Students against the Effects of Poverty: Libraries." New England Reading Association Journal. 46.2 (2011): 17-22. Web. 6 June 2014 <http://j.mp/1kIlgFV>

—————. The Power of Reading: Insights from the Research. Westport, Conn: Libraries Unlimited, 2004. Print.

Shin, Fay H, and Stephen D. Krashen. Summer Reading: Program and Evidence. Boston: Pearson/Allyn and Bacon, 2008. Print.

Dr. @skrashen's proven reforms to preempt "summer learning loss." Address poverty, and ensure access to books! #LAUSD pic.twitter.com/d3oPORVZpF

— Robert D. Skeels (@rdsathene) June 6, 2014

@ THE CHALK FACE: Dr. Krashen’s Solutions Work! Preempt “summer learning loss” by addressing poverty, and ensuring access to books!