I have been struggling with the idea of passing tests being associated with reading, too. I like that you say "reading cannot be defined by passing tests." I agree with you that researching and passing tests both require being able to read, but do not define reading. This made me wonder though, is there anything on the list that you would say defines reading, at least in part? What elements on the list do you think are essential and always part of reading?
Hi Beth I like the picture on your yodio. Why do you think that passing tests is such a big part of the school experience if it isn't part of "reading?" It seems like everyday more and more "reading" tests are required to prove that our students are reading and that our teachers are teaching them to read.
What about researching? Let's think about what processes are involved in researching? For example, asking questions, forming hypothesis, collecting data, answering quesitons..... Maybe researching isn't exactly a part of reading, but the processes involved in researching mirror the processes involved in making meaning. Does this make sense?
Thanks! The yellow one is mine :) I think that because kids are struggling with reading and literacy, test are required to "keep tabs" on how they are doing. In part because of the NCLB and state standards and attempting to keep up with them, reading tests are almost more common than just reading it seems. Teachers are asked to be held accountable, and the "government" has decided that having students pass tests is the best way to account for their progress. While I don't have a better suggestion, there is so much focus on reading tests that reading becomes such a forced activity. In the school I work in, they are providing after school tutoring for "bubble students" who almost meet state tests; the first three weeks just focus on HOW to take a test, and not just on reading. I find it interesting how much time is taken just for preparing for the test, while not even going over content.
As for researching, I do see the connection between researching and the process of making meaning; it is just hard to "define" reading as researching. I think it is most accurate to define reading as defining symbols, using definitions and making meaning (comprehending), than to define reading as research.
You know, something you said struck me. I hadn't thought about the inherent reading requirements of taking a test. If you can't even read the questions - even on a math or science test - how are you supposed to demonstrate your knowledge. A student may very well know the answers to the questions being asked of them, but if they don't understand the meaning of the questions, they might be lost. I just took the ORELA and there were nuances and trickyness thrown in there just to make sure you are paying full attention... good catch!
Beth, you've made me go back and look-up definitions to clarify. It is tricky how we need to be able to read to complete tests, but the tests themselves do not necessarily define what reading is. I think that was interesting point you brought up. -Roman
ps - Sarah D, I spent $40+ on an ORELA test prep manual where 80% of the answers were "All of the Above." Then when I took the actual test last fall, I never once marked that answer.
I have been struggling with the idea of passing tests being associated with reading, too. I like that you say "reading cannot be defined by passing tests." I agree with you that researching and passing tests both require being able to read, but do not define reading. This made me wonder though, is there anything on the list that you would say defines reading, at least in part? What elements on the list do you think are essential and always part of reading?
ReplyDeleteHi Beth
ReplyDeleteI like the picture on your yodio.
Why do you think that passing tests is such a big part of the school experience if it isn't part of "reading?" It seems like everyday more and more "reading" tests are required to prove that our students are reading and that our teachers are teaching them to read.
What about researching? Let's think about what processes are involved in researching? For example, asking questions, forming hypothesis, collecting data, answering quesitons..... Maybe researching isn't exactly a part of reading, but the processes involved in researching mirror the processes involved in making meaning. Does this make sense?
Thanks! The yellow one is mine :)
ReplyDeleteI think that because kids are struggling with reading and literacy, test are required to "keep tabs" on how they are doing. In part because of the NCLB and state standards and attempting to keep up with them, reading tests are almost more common than just reading it seems. Teachers are asked to be held accountable, and the "government" has decided that having students pass tests is the best way to account for their progress. While I don't have a better suggestion, there is so much focus on reading tests that reading becomes such a forced activity. In the school I work in, they are providing after school tutoring for "bubble students" who almost meet state tests; the first three weeks just focus on HOW to take a test, and not just on reading. I find it interesting how much time is taken just for preparing for the test, while not even going over content.
As for researching, I do see the connection between researching and the process of making meaning; it is just hard to "define" reading as researching. I think it is most accurate to define reading as defining symbols, using definitions and making meaning (comprehending), than to define reading as research.
Hi Beth,
ReplyDeleteYou know, something you said struck me. I hadn't thought about the inherent reading requirements of taking a test. If you can't even read the questions - even on a math or science test - how are you supposed to demonstrate your knowledge. A student may very well know the answers to the questions being asked of them, but if they don't understand the meaning of the questions, they might be lost. I just took the ORELA and there were nuances and trickyness thrown in there just to make sure you are paying full attention... good catch!
Sarah D
Beth, you've made me go back and look-up definitions to clarify. It is tricky how we need to be able to read to complete tests, but the tests themselves do not necessarily define what reading is. I think that was interesting point you brought up.
ReplyDelete-Roman
ps - Sarah D, I spent $40+ on an ORELA test prep manual where 80% of the answers were "All of the Above." Then when I took the actual test last fall, I never once marked that answer.