Literacy evaluation
The paper discusses how a wrong definition and partial understanding of the skills involved in teaching to read and write can lead to the development of assessments which do not allow correct inferences about the reading and writing competencies acquired by students. In particular, the confusion bet...
| Autor: | |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2005 |
| País: | Brasil |
| Institución: | Fundação Cesgranrio |
| Repositorio: | Ensaio (Rio de Janeiro. Online) |
| OAI Identifier: | oai:ojs.localhost:article/620 |
| Acceso en línea: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/620 |
| Access Level: | acceso abierto |
| Palabra clave: | Alfabetizacion; Competencias de la alfabetizacion; Diferencia entre lectura y comprension; Evaluacion de la alfabetizacion Alfabetização; Competencias da alfabetização; Diferenca entre leitura e compreensao; Avaliação da alfabetização Literacy; Literacy skills; Differences between reading and understanding; Literacy evaluation |
| Sumario: | The paper discusses how a wrong definition and partial understanding of the skills involved in teaching to read and write can lead to the development of assessments which do not allow correct inferences about the reading and writing competencies acquired by students. In particular, the confusion between reading and understanding precludes the correct interpretation of test results. The author suggests that the definition and competencies shared by the international academic community might be more adequate to assess beginning reading and writing skills. |
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