Skills versus tasks: A false debate that obscures a perverse reading pedagogy (part 4 of 4)

In the previous post I looked at how the difference between a reading comprehension approach and an information-processing approach plays out in an example test question. This difference isn’t simply about test questions and testing approaches. It has a direct impact and a series of consequences on the LBS system as a whole, as the … Continue reading Skills versus tasks: A false debate that obscures a perverse reading pedagogy (part 4 of 4)

Skills versus tasks: A false debate that obscures a perverse reading pedagogy (part 3 of 4)

We can see the difference between the information processing technique---carried into the Essential Skills framework, the OALCF, spin-off tests like the ESEE and OALCF Milestones---and reading comprehension play out in test questions. While the text to be read could be quite similar in both approaches, adherence to either an information-processing model or a reading comprehension … Continue reading Skills versus tasks: A false debate that obscures a perverse reading pedagogy (part 3 of 4)

Skills versus tasks: A false debate that obscures a perverse reading pedagogy (part 2 of 4)

The literacy technique developed for use in international literacy testing, and then carried into programs, is a constructed reading method. It is a set of processes, referred to as constructs, developed for testing. The technique known as information-processing directs people to read and respond to texts in very particular ways. Those processes are put to use in all … Continue reading Skills versus tasks: A false debate that obscures a perverse reading pedagogy (part 2 of 4)