Incorporating Multimodal Literacies Into Classroom ‐Based Reading Assessment

This article is a description of classroom ‐based research that led to the development of an assessment instrument for classroom teachers designed to help teachers observe readers using a variety of semiotic resources to make sense of contemporary picture books. As the texts that young readers encounter continue to evolve from language‐d ominant texts to more complex multimodal ensembles, classroom‐based assessments must evolve as well to account for the semiotic resources that young readers use in navigating and comprehending multimodal texts.
Source: Reading Teacher - Category: Child Development Authors: Tags: Feature Article Source Type: research