[1] Carney, J. J., and Cioffi, G., Extending traditional diagnosis: The dynamic assessment of reading abilities, Reading Psychology, Vol. 1, No. 3, )1990(, pp. 177-192. [2] Kozulin, A., and Garb, E. Dynamic assessment of EFL text comprehension. School Psychology International, Vol. 23, No. 1, (2002), pp. 112-127. [3] Sternberg, R. J., and Grigorenko, E. L., Dynamic Testing, The Nature and measurement of learning potential. Cambridge: Cambridge University Press, (2002). [4] Poehner, M. E., Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting Second Language Development, The Pennsylvania State University: Springer Publishing, (2008), pp. 10, 20, 44-45, 78, 92. [5] Vygotsky, L. S. The problem of age. In R.W. Rieber (Ed.), The collected works of L. S. Vygotsky: Child psychology. New York, NY: Plenum Press, (1998), pp. 187-206, 236. [6] Feuerstein, R., Rand, Y., and Hoffman, M. B., The dynamic assessment of retarded performers: The learning potential assessment device, theory, and techniques. Baltimore, MD: University Park Press, (1979). بهبود راهبردهای خواندن و درک ... نشریه علمی پژوهشی فناوری آموزش، جلد 01 ،شماره 2 ،زمستان 0931 [7] Poehner, M. E., and Lantolf, J., Dynamic assessment in the language classroom. Language Teaching Research, Vol. 9, No. 3, (2005), pp. 233-265. [8] Leung, C. Dynamic assessment: Assessment for and as teaching? Language Assessment Quarterly: An International Journal, Vol. 4, No. 3, (2007), pp. 257-278. [9] Macrine, S. L., and Sabbatino, E. D., Dynamic Assessment and remediation approach: Using the DARA approach to assist struggling readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, Vol. 24, No. 1, (2008), pp. 52-76. [10] Vygotsky, L. S. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press, (1978), p. 24. [11] Aljaafreh, A., and Lantolf, J. P., Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, Vol. 78, No. 4, (1994), pp. 465-483. [12] Poehner, M. E., Dynamic Assessment: fairness through the prism of mediation. Assessment in Education: Principles, Policy and Practice, Vol. 18, No. 2, (2011), pp. 99-112. [13] Büchel, F. P., and Scharnhorst, U., The learning potential assessment device (LPAD): Discussion of theoretical and methodological problems. In J. H. M. Hamers, K. Sijtsma, and A. J. J. M. Ruijssenaars (Eds.), Learning potential assessment: Theoretical, methodological and practical issues Amsterdam: Swets and Zeitlinger, (1993), pp. 13-18. [14] Snow, R. E., Progress and propaganda in learning assessment. Psyc CRITIQUES, Vol. 35, No. 12, (1990). [15] Hall, G. Exploring English language teaching: Language in action. London, Routledge, (2011). [16] Carney, J. J., and Cioffi, G., The dynamic assessment of reading abilities, International Journal of Disability, Development and Education, Vol. 39, No. 2, (1992), pp. 107-114. [17] Swanson, H. L., and Lussier, C., A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, Vol. 71, No. 2, (2001), pp. 321-361. [18] Kletzien, S. B., and Bednar, M. R., Dynamic assessment for at-risk readers, Journal of Reading, Vol. 33, No. 7, (1990), pp. 522, 528-533. [19] Valencia, S. W., Campione, J. C., Weiner, S., and Bazzi, S. Dynamic assessment of reading achievement. Paper presented at the National Reading Conference, Miami, FL., (1990). [20] Ajideh, P. and Nourdad, N. The effect of dynamic assessment on EFL reading comprehension in different proficiency levels. Language Testing in Asia, Vol. 2, No. 4, (2012), pp. 101-122. [21] Guterman, E. Toward dynamic assessment of reading: Applying metacognitive awareness guidance to reading assessment tasks. Journal of Research in Reading, Vol. 25, No. 3, (2002), pp. 283-298. [22] Naeini, J., and Duvall, E., Dynamic assessment and the impact on English language learners’ reading comprehension performance. Language Testing in Asia, Vol. 2, No. 2, (2012), pp. 22-41. [23] Pishghadam, R., Barabadi, E., and Kamrood, A. M., The differing effect of computerized dynamic assessment of L2 reading comprehension on high and low achievers. Journal of Language Teaching and Research, Vol. 2, No. 6, (2011), pp. 1353-1358. [24] Shabani, K. Dynamic assessment of L2 learners' reading comprehension processes: A Vygotskian perspective. Procedia - Social and Behavioral Sciences, Vol. 32, (2012), pp. 321-328. [25] Ahmadi, G., The role of tutor mediation in understanding and developing Iranian EFL learners’ reading strategies. Procedia - Social and Behavioral Sciences, Vol. 83, (2013), pp. 867-872. [26] Alderson, J. C., and Wall, D., Does washback exist? Applied Linguistics, Vol. 14, No. 2, (1993), pp. 115-129. [27] Bailey, K. M., Working for washback: A review of the washback concept in language testing. Language Testing, Vol. 13, No. 3, (1996), pp. 257–279. [28] Baker, W. and Boonkit, K. Learning strategies in reading and writing: EAP contexts. RELC, Vol. 3, No. 3, (2004), pp. 299-328. [29] Bachman, L. F., Fundamental considerations in language teaching. Oxford: Oxford University Press. (1990), p. 248. منوچهر جعفریگهر و همکار 001 نشریه علمی پژوهشی فناوری آموزش، جلد 01 ،شماره 2 ،زمستان 0931 [30] Mousavi, S. A., Readability In An encyclopedic dictionary of language testing (5th ed.),Tehran: Rahnama Publications, (2012), p. 601. [31] Gunning, T. G., The role of readability in today’s classrooms. Topics in Language Disorders, Vol. 23, (2003), pp. 175-189. [32] Ulusoy, M. Readability approaches: Implications for Turkey. International Education Journal, Vol. 7, No. 3, (2006), pp. 323-332. [33] Pallant, J. SPSS survival manual (3rd ed.), London: Open University Press. (2007), p. 62. [34] Cohen, J., Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, (1988). [35] Mousavi, S. A. Boundary effect. In An encyclopedic dictionary of language testing (5th ed.).Tehran: Rahnama Publications. (2012), p. 69. [36] Mayer, R. E., Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning. NY, New York: CUP, ( 2001), pp. 31-48. [37] Abdolrezapour, P., Tavakoli, M., and Ketabi, S., Qualitative analysis of mediational strategies in emotionalized dynamic assessment of L2 reading comprehension, International Journal of Research Studies in Language Learning, Vol. 1, No. 3, (2014), pp. 51- 66.
)
ارسال نظر در مورد این مقاله