THE IMPORTANCE OF

READING EARNESTLYCRITICALLY READING AND EFFECTIVELY RESPONDING

Angela Jones

Natalie Anderson

IDENTIFYING A PROBLEM

• AST SHORT RESPONSE WEAKEST OF THE THREE PARTS – WHY IS THIS?

• DEFICIENT APPROACHES:

• INACCURACY IN RESPONDING TO COMMAND VERBS (COMPARE, DISCUSS, ETC.)

• LACKING PRECISION, CONCISION AND ACCURACY

• POOR TIME-MANAGEMENT

• INSUFFICIENT ANALYSIS (STUDENTS CAN ANSWER THE “WHAT”, BUT NOT THE “HOW”)

• SIMILAR ISSUES IDENTIFIED IN YEAR 9 SHORT RESPONSES

YEAR 9 CASE STUDY – CRITICALLY READING AND

EFFECTIVELY RESPONDING IN TIMED CONDITIONS

• OBJECTIVES – IMPROVE SKILLS WITH SHORT RESPONSES UNDER TIMED CONDITIONS

• METHODS –

• EXPLICIT TEACHING OF ACTIVE AND CRITICAL READING STRATEGIES (OF THE WHOLE TEST)

• REVISED MARKING PROCESS

• HYPOTHESIS

• TEACHING INTERVENTIONS WILL HAVE A POSITIVE EFFECT (FINGERS CROSSED)

• GENDER EFFECTS?

• DATA

• NAPLAN AND ICAS READING COMPREHENSION SCORES

• TWO SUMMATIVE SHORT RESPONDING TASKS (TERMS 1 & 3)

• TEACHER SURVEY

METHODS (NATALIE ANDERSON)

READING STAGES

• PRE-READING

• WHAT BARRIERS DO PEOPLE WITH DISABILITIES EXPERIENCE? LIST AS MANY AS YOU

CAN THINK OF

• ANNOTATION

• POST-READING

ANNOTATION AND POST-READING

1. Describe how Image A depicts disability.

2. Describe how the man in Image C is

represented.

POST-READING1. Now that you have viewed the

advertisement, what barriers do

people with disabilities experience?

2. What is the advertisement’s message

about disability?

3. TEEL: Select one person from the

advertisement and explain how they

are breaking barriers. Use evidence

from the text to support your answer.

DEVELOPING QUALITY

QUESTIONS

• QUALITY QUESTIONS GET QUALITY ANSWERS

• EXPLICIT TEACHING OF COMMAND VERBS

• LIST

• DESCRIBE

• EXPLAIN

• REVISITING INITIAL QUESTION TO REVIEW UNDERSTANDING

DATA

500

550

600

650

700

750

800

0 10 20 30 40 50 60

NA

PLA

N re

ad

ing

sc

ore

s

ICAS reading comprehension scores

Comparison of individual student performance on NAPLAN and ICAS

Individual student

DATA – GENDER DISCREPANCY?

500

550

600

650

700

750

800

0 10 20 30 40 50 60

NA

PLA

N

ICAS

Comparison of individual student performance on NAPLAN and

ICAS

Girls Boys

DATA – EFFECTIVENESS OF TEACHING

INTERVENTIONS

TEACHER SURVEYS

• WHAT I ASKED

• WHAT THEY SAID

• WHAT I LEARNT

CONCLUSIONS

• THE STRATEGIES WORK (INSTRUCTION AND MARKING)

• THIS APPROACH SHOULD BE APPLIED TO THE WHOLE FACULTY

• THIS APPROACH SHOULD BE SPREAD TO OTHER FACULTIES