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Choice of Action: Using Data to Make Instructional Decisions in Kindergarten
Author(s) -
Reilly Mary Ann
Publication year - 2007
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.60.8.7
Subject(s) - psychology , reading (process) , mathematics education , action (physics) , interpretation (philosophy) , literacy , action research , pedagogy , teaching method , computer science , linguistics , physics , quantum mechanics , programming language , philosophy
This article focuses on the different—and at times uncertain—choices a kindergarten teacher makes when selecting and interpreting assessment data and designing instruction intended to help students develop the skills and dispositions for later reading. By examining assessment data and engaging in reflective practice, the teacher is able to anticipate students' literacy needs and design instruction that builds upon their strengths. A close‐up look at a shared writing lesson is used to illustrate the connections the teacher makes between her interpretation of data and the instruction she delivers. The article concludes with a brief examination of the complexities inherent in data analysis.