This review takes its starting point in reading development and formative assessment. The purpose has been to investigate how the work regarding this interest can take form in practice. The question that we want to address is as follows: How does formative assessment impact reading development? The process consisted of researching existing articles on the area and finally resulted in eleven articles relevant for this review and its aim. After closer reading, certain patterns could be identified. These patterns were then divided into themes. Themes found in the articles were related to whether the used method was a digital tool or not. Other patterns identified were the focus of the study in the articles. Five articles had a focus on reading comprehension overall, while five articles had its focus on technical aspects of reading comprehension such as vocabulary, decoding or reading fluency. Conclusions that could be drawn from the results were connected to the identified patterns. Several authors referred to the complexity of assessing reading comprehension. One way to deal with this is to develop a method that acts as a concrete way of working with reading development and formative assessment, which all of the articles in the review except one consists of. The review also showed that the complexity in assessing reading comprehension could result in assessment where the focus lands on the more technical aspects of reading comprehension.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-57835 |
| Date | January 2023 |
| Creators | Ververidis, Electra, Saunder Falck, Julia |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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