Core Academic Language Skills Instrument (CALS-I): Final Report
Papers on the Core Academic Language Skills Instrument (CALS-I)
The Core Academic Language Skills Instrument (CALS-I) was designed by the Institute of Education Sciences of the United States Department of Education to measure high utility academic language skills hypothesized to support reading comprehension across the content areas in grades 4 through 8.
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners
Beyond Vocabulary: Exploring cross-disciplinary Academic-Language Proficiency and its association with Reading Comprehension
Academic language across content areas: lessons from an innovative assessment and from students’ reflections about language
Using Funda Wande resources in teacher education programmes
Presentation made to a PrimTEd seminar in February 2020
Van Rooyen 1990 The disparity between English as a subject and English as MOL.pdf
VE_SalzburgGlobal_Statement_586_-_Multilingual_World_Tshivenda.pdf
What’s Hot in Literacy. 2018 Report
A useful guide to what topics “literacy experts” (mainly teachers and reading/literacy specialists in the United States, Canada, Phillippines, Australia and Nigeria) are currently most interested in and what they consider most important.
What's hot in literacy - 2020
A useful guide to what topics 1 443 “literacy experts” (mainly teachers and reading/literacy specialists in the United States, Canada, Australia, New Zealand, Philippines, Jamaica, Nigeria, India, South Africa and the United Kingdom) are currently most interested in and what they consider most important. Keywords: Language, Literacy, Reading
When signals are lost in aggregation: a comparison of language marks and competencies of first-year university students
A study exploring the correlations between the English marks (home language and first additional language) in the National Senior Certificate and the National Benchmark Test (academic literacy) (NBT AL)) scores for University of the Witwatersrand first-year education students. The study found that the same mark in home language and first additional language does not necessarily reflect the same level of English-language academic competence as measured by the NBT AL test. Many students who have been accepted into the university based on their English first additional language marks may need academic support irrespective of their overall performance in the Senior Certificate. There was insufficient evidence to show that the NBT Al is a better discriminator of competency at this point in time.
When signals are lost in aggregation: a comparison of language marks and competencies of first-year university students
A comparative analysis of National Senior Certificate marks and National Benchmark Test (NBT) Academic Literacy (AL) test results for a cohort of first-year education students at the University of the Witwatersrand, which showed that the same mark in English HL and FAL does not necessarily reflect the same level of English language academic competence as measured by the NBT AL test. On average, students who wrote the FAL papers scored between .5 and .9 of a standard deviation below students who wrote the HL paper (and probably need extensive and ongoing academic support).
Brain wave study shows how different teaching methods affect reading development
Popular report on Stanford University research led by Bruce McCandliss that provides some of the first evidence that a specific teaching strategy for reading has direct neural impact. Beginning readers who focus on letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading.
Brain wave study shows how different teaching methods affect reading development
Report on a study done at the University of Stanford that shows how different literacy teaching methods affect reading development. Beginning readers who focus on letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading, according to the Stanford research investigating how the brain responds to different types of reading instruction.
Investigating the Comprehension Iceberg: Developing empirical benchmarks for early grade reading in agglutinating African language
Investigating the Comprehension Iceberg: Developing empirical benchmarks for early grade reading in agglutinating African languages
XH_SalzburgGlobal_Statement_586_-_Multilingual_World_isiXhosa.pdf
Zenlit. The Expert Reading Teacher materials: 2015-2017
Presentation made to a PrimTEd seminar in February 2020 outlines the Zenlit Project working with Foundation phase teachers and the Expert Reading Teacher course materials released in 2019.
ZU_SalzburgGlobal_Statement_586_-_Multilingual_World_Zulu.pdf
