Mora and Steven,

 

Many of the students who enroll in adult education classes have
difficulty reading, for one reason or another. When you are struggling
to read a piece of text, especially text that is part of a test, it is
hard to find it enjoyable. The intention in reading test text is not
necessarily to learn something that has value to you (or is particularly
interesting to you), but to gain enough information to answer questions
successfully.

 

Learners may not think about the various purposes for reading. Their
purposes for reading for enjoyment and reading the text on a test are
different. Tests are designed to assess certain areas, such as silent
reading comprehension, and are constructed to assess certain skills.
Presenting graphic information, consumer materials, and reference
materials to assess student's abilities to read and understand these
materials probably doesn't result in the presentation of "interesting"
passages. Reading an isolated portion of a play or two stanzas from a
multi-stanza poem to answer a question about character traits may leave
much lacking in the enjoyment of the play or the poem.

 

That test passages are seen as boring also might have to do with the
background knowledge learners bring to the task. If students cannot
relate what they are reading to anything in their experience-when a
piece of text has no relevance to students' lives and experiences-they
might very well consider it boring. 

 

Students' comments about test passages may reflect the importance of
building reading skills and teaching background knowledge and
comprehension monitoring strategies (i.e., question answering (which
includes analyzing questions) and question generating). Introducing
reading passages that relate to students' lives and interests can help
build an interest in reading. Introducing test taking strategies might
increase interest in different kinds of test passages (and reduce
nervousness at test time). Asking students to create their own
assessment of a specific reading skill based on a text passage may give
them an appreciation for the construction of a test. 

 

 

How about it list subscribers?  Have you heard the same complaint as
Mora and Steve? What do you say when your students say the assessment
readings are boring? Let's hear your comments, suggestions or ideas!  

 

 

 

 

 

Gail J. Price

Multimedia Specialist

National Center for Family Literacy

325 W. Main Street, Suite 300

Louisville, KY 40202

gprice at famlit.org

502 584-1133, ext. 112

 

 

Join us for the 17th Annual National Conference on Family Literacy!
"Literacy Grows Families and Communities"
March 30, 31, & April 1, 2008-Louisville, KY
Register online at www.famlit.org/conference

 

________________________________

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Steve Ewert
Sent: Tuesday, March 11, 2008 1:49 PM
To: The Family Literacy Discussion List
Subject: [FamilyLiteracy 1061] Re: Story Grammar and Expository
Structure

 

What incredible timing.  We had just finished administering the TABE
test to our prospective ABE/GED and High School Diploma students.  A
student asked me afterwards the exact same answer.  I am very interested
in your response.

 

Steven Ewert

Fresno Adult School Instructor

 

________________________________

From: familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Charlotte Learning
Center
Sent: Tuesday, March 11, 2008 8:35 AM
To: 'The Family Literacy Discussion List'
Subject: [FamilyLiteracy 1060] Re: Story Grammar and Expository
Structure

 

Gail,

Thanks. That ERIC article was informative. 

I have another question: I have heard students ask, "Why are the
passages on tests so boring?"  What does an instructor do to help?

 

Thanks again,

Mora 

 

 

 

 

 

 

 

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