L1 - Educational Studies in Languages and Literature
L1 Educational Studies in Language and Literature

Publications Top 10
Steward, F. A., Cheek Jr., E.H., Borgia, L.G., & Ortlieb, E.T. (2011). Using Trend Line Data to Plan and Evaluate Literacy Instruction. L1-Educational Studies in Language and Literature, 11, p 25-38. http://dx.doi.org/10.17239/L1ESLL-2011.01.02

The use of the split-middle line of progress, trend line, to measure teacher effectiveness in the literacy field is discussed. Three case studies are presented to illustrate the use of trend lines in evaluating best practices in providing effective literacy instruction for students in elementary classrooms. Initiating interactive dialogue and shared reading responses are the two strategies used to represent the probability of performance change in planning literacy lesson instruction. This discussion is an innovative use in the literacy field of observational data recording that graphically demonstrates inclining and declining confirmed effect and interpretive probability. The authors’ intentions are to challenge educators to more closely examine graphic representation or reflect upon the frequency of use and effectiveness of reading strategies that may improve reading performance in literacy settings.

Citation

Authors Steward, F. A.
Cheek, Jr., E. H.
Borgia, L. G.
Ortlieb, E. T.
Publication date 2011-12-30
DOI 10.17239/L1ESLL-2011.01.02
Collection Vol. 11
Subject Literacy instruction
Keywords
classroom teacher
elementary
evaluation
literacy
reading
Documents
Document 1
Title
File ESLL2011Stewartetalpublished.pdf
Available since 2015-06-14 18:10:15
Description ESLL_Stewardetal_Published