真实情境导向下小学语文阅读教学的设计与实施研究

… for the evaluation of literacy achievement in the Kamehameha Elementary Education Program (… development are reconsidered within this collaborative context. We believe that this …

… authenticity: (a) provide students with literacy materials and the opportunity to use language within natural social contexts, (b) offer students ciioices in negotiating the curriculum, and (c) …

… contexts and in a teacher education course and argue that literary texts can be used, not only at the elementary school level in this context but … the level of reading literacy and the use of …

… situated within an authentic context. This purposeful context for literacy motivates students … Creating meaningful differences in the literacy achievement of elementary school students …

… students' learning in the field about teaching literacy? What does situated learning look like in the example of my students? In what follows, I investigate what situated learning looks like …

… in language and literacy practices. Literacy as a social construction situated in specific … Meek (1992) asserted that our understanding of literacy must begin with oral practice and its …

… literacy researchers. For those who wish to bring socially situated literacy activity into the literacy classroom, believing (as we did) that it would have positive effects on literacy growth …

Abstract The purpose of the present mixed methods study was to investigate a model of situated professional development and classroom-based early reading intervention implemented by the K–2 teaching teams from one school in a large urban/suburban school district in the southeastern United States. Twenty-nine teachers participated along with 125 students (74 intervention, 51 comparison). Student-level data sources included letter-word identification, word attack, spelling of sounds, and passage comprehension measures. Teacher-level data sources included semistructured interviews with each teacher, planning/recording documents, and pre/post questionnaires to gather information about teachers’ self-efficacy and demographics. The main conclusions were the following: (a) struggling readers eligible for intervention made significant gains, (b) struggling readers eligible for intervention made significantly greater gains than their nonstruggling peers did, (c) teachers’ reflections on the intervention and the situated professional development were generally positive, and (d) teachers’ self-efficacy for instructional strategies positively changed across the year.

… Annemarie Palincsar for her critical analyses of classroom literacy instruction; and Dr. Karen Wixson for her unerring sense of the important issues in the literacy learning of young …

In Scenario-based assessment (SBA), a real-life scenario is created for students to do reading and writing tasks in a computer-mediated environment. It has been recognized that task authenticity will help strengthen assessment validity and task settings and characteristics will influence cognitive efforts. This study attempts to explore the underlying reading-to-write processes in an SBA setting by contrast with those in a non-SBA setting, and thereby investigate the impact of task settings on cognitive processes. Four participants were invited to complete three forms of integrated reading-writing tasks in different settings and then recall their thinking processes stimulated by screen capture recordings and their writing outcomes. The data were analyzed through parsing, encoding, and classifying. The results showed that there were differences between the processes elicited from the SBA setting and the non-SBA setting in the saliency and frequencies of some process categories, and in the ways the source texts were used. Comparatively, the processes summarized in the SBA setting were more congruent with those summarized in theoretical frameworks of integrated reading-writing processes and findings from previous studies in other contexts. The SBA setting not only encouraged a more comprehensive understanding of the multiple texts provided but also found the participants more active in making connections between new and prior ideas rather than scanning for supporting piecemeal information and patch-making. The findings affirmed the effectiveness of the authentic scenario created by computer technology, which provides insights into the constructs and validity of the assessment.

Abstract Debates about teaching reading have long been a part of educational vernacular, frequently reduced to polarised views about phonics. This attention can unnecessarily divert from the cumulative skills required for learning to read and comprehensive research, which indicates the positive influence of systematic phonics instruction on students’ reading outcomes. Australian education has recently moved beyond these reading wars to include explicit phonics instruction in a reformed national English Curriculum. This provides an opportune time to engage preservice teachers entering the workforce with strategies that explicitly teach these skills while nurturing young people’s ecological consciousness through positive nature connections. With this focus in mind, a participatory action research project involving preservice teachers was undertaken, from which an Eco-Conceptual Framework ensued. The project put immersive activities in place, promoting transdisciplinary ways to develop learners’ connections with nature using images collected from participants’ real world when learning to read. Results indicate that action research energised preservice teachers’ perceived knowledge, self-efficacy about teaching early reading utilising place and skills in designing visual resources. It brings attention to the critical influence of preservice teachers’ dispositions and preferred natural spaces on what images are collected and offered when designing early reading activities utilising the natural world.

The curriculum changes in Indonesia, from KTSP to the Merdeka Curriculum, aim to improve the quality of education by emphasizing 21st-century skills and the Pancasila Student Profile. One of the key aspects of the Merdeka Curriculum is the implementation of authentic assessment, which encompasses affective, cognitive, and psychomotor domains. However, many teachers face difficulties in understanding and applying this, particularly in reading skills. This study aims to analyze teachers’ perceptions of the implementation of authentic assessment in reading skills at SDN 205/IV in Jambi City. The research employs a qualitative approach using a phenomenological study. Data were collected through observation, unstructured interviews, and documentation, and were analyzed inductively using thematic coding, verification, and data triangulation. The findings show that teachers’ understanding of authentic assessment varies. Five fourth-grade teachers experienced difficulties in its implementation due to time constraints, lack of training, and low student motivation in reading. Authentic assessments were carried out through observation, written tests, oral tests, and the provision of feedback to enhance students’ understanding. To overcome these challenges, teachers applied strategies such as observation journals, differentiated instruction, and reflective discussion techniques to improve the effectiveness of reading instruction.

… The objective of the present study was to determine the impact of authentic taskbased authentic material on reading … Authentic learning is based on authentic tasks and material. …

… between formal school learning and reall~e learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning. The purpose of this three-part …

… The importance of relevant and authentic learning tasks is noted by Pearson, Raphael, … We have made the case that authentic tasks are important for students’ content literacy learning …

… assessment is one of the recommended options because of its emphasis on authentic learning experience and the fact that it is seen as more progressive than the conventional …

A growing body of research demonstrates how current high-stakes reading and writing tests can cause teachers to focus heavily on preparing students for success on these assessments, often to the detriment of culturally relevant, authentic, and engaging curricula. However, effective literacy education and authentic literacy education can be achieved simultaneously. In this collaboration, one university researcher (the author) and a classroom teacher worked together to implement and reflect on lessons designed by the author to motivate students through highly authentic literacy tasks while simultaneously developing reading and writing skills. A sample lesson is offered as an illustrative example.—

Early elementary students are not typically introduced to science-specific disciplinary literacies - the specific ways in which scientists use and interpret language - even though authentic experiences with literacy strategies and tools used within the field may help incorporate learners into the scientific community of practice. The lack of freely available easy-to-use resources to build these literacies in the early elementary classroom may be a contributing factor. The Authentic Literacy and Language (ALL) for Science curriculum framework was developed as a deliberate approach to teach disciplinary literacies in the context of science using three distinct components: Science Investigations, Mini-lessons, and Science Inquiry Circles. Here we outline the development of the curriculum framework and a pilot of a 2nd grade unit based on the framework to teach concepts related to heredity and life cycles. We present findings from the pilot and discuss future directions and implications for the development and implementation of curricular materials using the ALL for Science curriculum framework.

The implementation of authentic assessment can help teachers to know the extent to which students are able to apply their knowledge and skills in accordance with the contexts of real situations. This is because authentic assessment focuses on activities or tasks that students do, as the knowledge and skills taught are tailored to the real contexts. The research objective is to describe the implementation of authentic assessment in Extensive Reading course in Indonesian Language Education and Literature Study Program Sanata Dharma University. This research used descriptive qualitative analysis method. The instruments used in this study were tests. The researcher conducted the implementation of authentic assessment in Extensive Reading on identifying the meanings of difficult words, idioms, and expressions. The obtained data show that the students’ average extensive reading ability was 80 with a very high category. The implementation of authentic assessment could provide some benefits such as (a) identifying the direct measurement of expected competence indicators of students’ performances; (b) encouraging students to demonstrate their performance in a real and meaningful situation; (c) providing students with the opportunity to construct their learning outcomes by selecting and compiling answers based on their knowledge and the situational analysis so that the answers are relevant and meaningful; and (d) integrating teaching, learning, and assessment activities. It is then recommended that authentic assessment be applied in the teaching and learning of reading courses.

Reading comprehension represents a fundamental cognitive process essential for academic success, yet many elementary students demonstrate significant challenges in understanding informational texts. Traditional lecture-based instructional approaches have proven insufficient in developing deep comprehension skills necessary for critical analysis and knowledge construction. This study investigated the effectiveness of Problem-Based Learning (PBL) methodology in enhancing reading comprehension among fifth-grade students studying Indonesian language informational texts. A classroom action research design following the Kemmis and McTaggart model was implemented over two instructional cycles at SDIT Global Islamic School Permata Ummi. Nineteen fifth-grade students participated in systematic PBL implementation involving real-world problem presentation, collaborative investigation, and solution development. Data collection utilized pre-cycle assessments, post-cycle evaluations, structured observations, and comprehensive documentation. Quantitative analysis employed percentage calculations to determine mastery rates and performance improvements. Substantial improvements were observed across all implementation phases. Student mastery rates increased from 47% in pre-cycle assessment to 68.42% in Cycle I and 94.7% in Cycle II, representing a 47.7% overall improvement. Class averages progressed from 78.42 to 88.31, demonstrating consistent enhancement in collective reading comprehension capabilities. The progression from Cycle I to Cycle II showed 26.28% improvement, exceeding established success criteria. The findings validate constructivist learning principles underlying PBL methodology, demonstrating that students effectively construct knowledge through guided problem-solving experiences. Results indicate that PBL addresses multiple reading comprehension dimensions simultaneously, including factual identification, inferential reasoning, main idea comprehension, and evaluative interpretation. The research provides empirical evidence for integrating critical thinking development with reading instruction, offering practical alternatives to traditional pedagogical approaches for enhancing elementary literacy education.