Comparing Literacy Learners: Using Literacy profile
Cognitive and Non-Cognitive Development
Cognitive and Non-Cognitive Development Program Transcript
LISA-MARIE BALD: Cognitive And Noncognitive Assessments. Effective Teachers use Assessments to Inform Instruction. Assessments assist teachers in designing instruction that meets the diverse needs of learners. The data collected paints a profile of the strengths and needs of the students, both in cognitive and noncognitive aspects.
Cognitive Assessments. Cognitive reading assessments for grades four through six, should inform the teacher about language and reading development. Each provides A look into the range of development that can occur during grades four through six. Reading assessments often focus on fluency, vocabulary, and comprehension. Phonemic awareness and phonics are not a focal point in the reading instruction during grades four through six. However, phonics assessments might be applicable for some students. The phonics assessments could assist in preparing word study sessions, especially for affixes and multi- syllabic words.
Examples of Cognitive Reading Assessments. There are a variety of cognitive reading assessments administered in schools. While there are commercial packaged assessments, teachers can also create their own reading inventories, specific to individual students. For grades four through six, the cognitive assessments will focus on comprehension, vocabulary, and fluency.
Several examples of cognitive assessments include informal reading inventory, words lists, and reading inventories, retelling and comprehension questions, and running records. Other options include authentic assessments, and portfolios.
Noncognitive Assessments. Noncognitive assessments are those dispositions that are brought by the reader to the text. Afflerbach refers to these dispositions as the other aspects of reading. If students are motivated to read, they tend to be more engaged with the text. Student self-concept in reading can affect his or her efficacy in reading. Do your students perceive they are readers? If they have not met with successful reading experiences, their self-concepts can be negatively impacted.
Related to self-concept is the reader's attributes about reading. While a student might have underdeveloped reading skills, a positive attitude about reading can help students persist through challenges in reading. Teachers can capitalize on student reading interests. Books that are interesting and connected to the reader, reinforce positive experiences with reading. As teachers come to know their students' interests, matching books to readers can become a part of the instructional planning process.
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Cognitive and Non-Cognitive Development
Lastly, how our students see the attributes for reading success can make a difference in motivation. Teachers should learn about student perceptions concerning these attributes of success in order to plan for positive interactions with reading instruction. You can make the difference by knowing your students, by knowing where they are developmentally, and knowing them as unique individuals. You can create positive literacy experiences by using assessments, both cognitive and non-cognitive, to inform and direct your instruction.
Cognitive and Non-Cognitive Development Additional Content Attribution
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