This is the ability to assess for learning gaps in linguistics and numeracy at the right time for the learner to effectively close the gap. The diagnostic skills held by teachers require room for investment, by this we mean classroom time and focus. To make a significant impact on literacy results teachers need to evaluate learners daily. Exercises such as ‘the word of the day’ – where every learner needs to create a sentence to reflect their understanding of the word introduced, …should not be rushed. The broken telephone tale, where every learner adds to the story and the classroom repeats each new addition in sentence structure, keeping sequence and focus. These exercises are essential to evaluate word recognition and language comprehension.
An audio learner recognises verbal communication quickly and will recite a monologue as long as you voiced it first. The only way to assess whether this learner has developed their reading comprehension by the same degree as the verbal articulation is to allow them to read first. The minute this learner is able to hear the passage from another reader they will memorise it, using their strongest skill to hide their weakest skill. It can take years to establish what went wrong? …when. The behaviour of the learner is natural and should not be frowned upon, however teachers need time to engage these diagnostic methodologies within the classroom setting.
