Assessing Explicit Domain-Specific Literacy Instruction Needs of Math At-Risk Children: Dynamic Skill Theory

• In Event: Teacher Thinking, Knowing, and Action

Abstract

This application of research and theory into educational practice then creates a feedback loop informing further research questions to generate more targeted findings and theoretical refinements that go back to being field-tested in educational practice. Dynamic Skill Theory is the framework used to assess whether domain-specific literacy skills aside from English language literacy skills should be explicitly taught to all at-risk math students. Educational practice when informed by a clear definition of target concept/s, relevant interdisciplinary research knowledge, and applied through a theoretical framework that aligns with clear concept definition provides further refinement in research directions and data to evaluate theory into application, moves us forward with raising student achievement for at-risk students.

Author

• Lin Lim, Bridges Graduate School of Cognitive Diversity in Education
  Presenting Author