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THE IMPORTANCE OF
READING EARNESTLYCRITICALLY READING AND EFFECTIVELY RESPONDING
Angela Jones
Natalie Anderson
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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
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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
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METHODS (NATALIE ANDERSON)
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READING STAGES
• PRE-READING
• WHAT BARRIERS DO PEOPLE WITH DISABILITIES EXPERIENCE? LIST AS MANY AS YOU
CAN THINK OF
• ANNOTATION
• POST-READING
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ANNOTATION AND POST-READING
1. Describe how Image A depicts disability.
2. Describe how the man in Image C is
represented.
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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.
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DEVELOPING QUALITY
QUESTIONS
• QUALITY QUESTIONS GET QUALITY ANSWERS
• EXPLICIT TEACHING OF COMMAND VERBS
• LIST
• DESCRIBE
• EXPLAIN
• REVISITING INITIAL QUESTION TO REVIEW UNDERSTANDING
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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
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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
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DATA – EFFECTIVENESS OF TEACHING
INTERVENTIONS
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TEACHER SURVEYS
• WHAT I ASKED
• WHAT THEY SAID
• WHAT I LEARNT
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CONCLUSIONS
• THE STRATEGIES WORK (INSTRUCTION AND MARKING)
• THIS APPROACH SHOULD BE APPLIED TO THE WHOLE FACULTY
• THIS APPROACH SHOULD BE SPREAD TO OTHER FACULTIES