L2 reading assessment from a sociocultural theory perspective: The contributions of dynamic assessment

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dc.contributor.authorKushki, Ali
dc.contributor.authorNassaji, Hossein
dc.date.accessioned2024-10-10T17:23:11Z
dc.date.available2024-10-10T17:23:11Z
dc.date.issued2024
dc.description.abstractOur understanding of assessing L2 reading has significantly expanded in recent years, including both theoretical and practical aspects. There is a growing consensus that reading comprehension involves multiple skills and subskills. Classroom-based assessment practices reflecting such conceptualizations have also become widely utilized. This article explores the Vygotskyan sociocultural theory (SCT) and its implications for L2 reading assessment, with a specific focus on dynamic assessment as an effective classroom-based approach for L2 reading and literacy instruction. We will review the research that has applied DA principles to the assessment and teaching of L2 reading. We conclude by outlining potential avenues for future DA research and L2 reading instruction.
dc.description.reviewstatusReviewed
dc.description.scholarlevelFaculty
dc.identifier.citationKushki, A., & Nassaji, H. (2024). L2 reading assessment from a sociocultural theory perspective: The contributions of dynamic assessment. Education Sciences, 14(4), Article 4. https://doi.org/10.3390/educsci14040342
dc.identifier.urihttps://doi.org/10.3390/educsci14040342
dc.identifier.urihttps://hdl.handle.net/1828/20544
dc.language.isoen
dc.publisherEducation Sciences
dc.rightsAttribution CC BY
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectclassroom-based assessment
dc.subjectdynamic assessment
dc.subjectL2 reading
dc.subjectreading assessment
dc.subjectsociocultural theory
dc.titleL2 reading assessment from a sociocultural theory perspective: The contributions of dynamic assessment
dc.typeArticle

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