Beyond the Words: Bridging Assessment, Instruction, and Equity to Support Comprehension

• In Event: Equity and Inclusion Across Diverse Literacy Contexts

Abstract

This study examined how structured, assessment-driven instruction and student-centered practices promote comprehension growth for K-8 learners. Guided by frameworks like the Active View of Reading (Duke & Cartwright, 2021) and Sociocultural Theory (Vygotsky, 1978), results from literacy clinics’ data collection emphasize the bridges between cognitive, sociocultural, and motivational factors in comprehension. Findings show comprehension gains linked to student-centered pedagogy, formative assessments, and reflective teaching, calling attention to holistic, equitable literacy approaches that are transferable to classrooms.

Authors

• Mary Hoch, National Louis University

• Rachael Enger Waller, MSUB

• Tiffany L. Gallagher, Brock University

• Tracy Johnson, University of Indianapolis

• Leslie M Cavendish, High Point University

• Rebecca Rogers, University of Missouri-St. Louis

• Barbara Vokatis, SUNT Oneonta

• Catherine Susin, Brock University