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

Abstract

Applying relevant research findings, in addition to engaging a theoretical framework aligned to clear definitions of a particular educational concept (literacy), is useful in guiding appropriate assessments and interventions to increase academic achievement. 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. We can raise student achievement for at-risk students when we engage in iterative educational practices utilizing a theoretical framework that aligns with clear conceptual definitions, data collection, analysis and evaluation.