Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated Texts

Text annotations are literacy practices that not uncommon in the reading experience of university students. Annotations may be multilingual, monolingual, or multimodal. Despite their enormous diagnostic potentials, have been widely investigated for what they can reveal about cognitive processes involved academic reading. In other words, there has limited exploration insights signs (verbal and non-verbal) inscribed by students on texts offer understanding intervening practices. The aim this exploratory study is to examine assessment potentials student-annotated texts. On basis text obtained from teacher trainee (n = 7) enrolled at a German university, we seek understand different attend while reading, problem-solving strategies are, languages semiotic systems deploy, level engagement with is, and, critically, how foregoing provide validate, reinforce, correct, teach certain skills Theoretically, undergirded notion movability. Data suggestive journey through argued implications teaching manage attention, use dictionaries, own meaning, appraise text.