Evaluating a Brief Measure of Reading Comprehension for Narrative and Expository Text: The Convergent and Predictive Validity of the Reading Retell Rubric PDF Download
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Author: Lisa B. Thomas
Publisher:
ISBN: 9781267373588
Category :
Languages : en
Pages : 223
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Book Description
Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial effort has been devoted to developing measures for identifying children at risk for reading difficulties; however, the optimal combination of measures has not been determined. One method that has been considered as having potential for assessing reading comprehension is retelling. The purpose of this study was to examine the technical adequacy and usability of an oral retelling procedure that employed a rubric scoring method to assess the reading comprehension of students in third grade. This study investigated the convergent and predictive validity of the Reading Retell Rubric (RRR) for identifying children at risk for reading comprehension difficulties on summative reading assessments. Reading data from curriculum-based measures of oral reading and comprehension of narrative and expository text and criterion-measures of reading comprehension and overall reading ability were gathered from 107 elementary school children attending third grade in a public elementary school. Results indicated that participants demonstrated greater comprehension for narrative text. This investigation reinforces the strength of ORF in predicting reading ability on summative assessments. More research is needed to determine the usability of the RRR. Findings suggest that the RRR may be a viable alternative to the Adapted Retell Fluency measure. In addition, it is speculated that the RRR may be useful as a diagnostic tool (instead of a universal screener) within a multiple-gated screening process.
Author: Lisa B. Thomas
Publisher:
ISBN: 9781267373588
Category :
Languages : en
Pages : 223
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Book Description
Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial effort has been devoted to developing measures for identifying children at risk for reading difficulties; however, the optimal combination of measures has not been determined. One method that has been considered as having potential for assessing reading comprehension is retelling. The purpose of this study was to examine the technical adequacy and usability of an oral retelling procedure that employed a rubric scoring method to assess the reading comprehension of students in third grade. This study investigated the convergent and predictive validity of the Reading Retell Rubric (RRR) for identifying children at risk for reading comprehension difficulties on summative reading assessments. Reading data from curriculum-based measures of oral reading and comprehension of narrative and expository text and criterion-measures of reading comprehension and overall reading ability were gathered from 107 elementary school children attending third grade in a public elementary school. Results indicated that participants demonstrated greater comprehension for narrative text. This investigation reinforces the strength of ORF in predicting reading ability on summative assessments. More research is needed to determine the usability of the RRR. Findings suggest that the RRR may be a viable alternative to the Adapted Retell Fluency measure. In addition, it is speculated that the RRR may be useful as a diagnostic tool (instead of a universal screener) within a multiple-gated screening process.
Author: John Sabatini
Publisher: R&L Education
ISBN: 1607094878
Category : Education
Languages : en
Pages : 182
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Book Description
In recent decades, the science of reading acquisition has been advancing through interdisciplinary research in cognitive, psycholinguistic, developmental, genetic, neuroscience, cross-language, and experimental comparison studies of effective instruction. Some of the science of reading has emerged from the theory and research into the realm of practice and policy. Yet the science and practice of measuring “reading comprehension” has remained relatively immune to much of this foundational knowledge. Measuring Up questions the traditional format of reading comprehension tests, typically a single series of questions asked about a series of passages, and offers ideas and innovations we might expect in a next generation of 21st century reading assessments. Sabatini, Albro, and O'Reilly believe that in light of the move towards Common Core State Standards and assessments, as well as significant national investments in reading and literacy education, it is a critical and opportune time to bring together the research and measurement community to address fundamental issues of measuring reading comprehension, both in theory and in practice.
Author: Jasmin Villanueva
Publisher: GRIN Verlag
ISBN: 3668103798
Category : Foreign Language Study
Languages : en
Pages : 19
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Book Description
Research Paper (postgraduate) from the year 2015 in the subject Didactics for the subject English - Pedagogy, Literature Studies, Pampanga State Agricultural University (College of Education), course: MAED, language: English, abstract: This descriptive-correlational study aimed to assess the level of reading comprehension in expository text of Grade 6 pupils from selected public school sin Angeles Meta-synthesis was used to integrate the qualitative observations of 3 raters on the retellings of the respondents. The expository text used in this study was entitled Friendship, a suggested reading for intermediate students. The text was 490 words long, with average sentence length of 12,8, had a Flesch Reading Ease value of 77.5, and a computed Flesch-Kincaid Grade Level of 6.1. Most of the pupils attained a rating of developing for the content (40.57%), structure (61.71%), and vocabulary (46.86%) of their retelling. A small percentage of the respondents attained an exceptional rating on content (13.14%), structure (4.57%), and vocabulary (0.57%). Majority of the pupils (47.43%) were classified as approaching proficiency (80-84) in terms of their Grade 6 English subject grade. Only 1.71% of the pupils belonged to the advanced category. The reading comprehension of the pupils in expository texts has a significant relationship with their grades in their English subject. This means that their reading comprehension in expository text influences their performance in their English subject class. Results revealed that pupils had difficulty in comprehending expository texts as revealed by their low rating in the content, structure and vocabulary of their retelling. Further, the academic performance of the pupils in their English subject is affected by their reading comprehension.
Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
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Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Author: Catherine Snow
Publisher: Rand Corporation
ISBN: 0833032275
Category : Education
Languages : en
Pages : 183
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Book Description
In fall 1999, the Department of Education's Office of Educational Researchand Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND ReadingStudy Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on readingcomprehension wherein the highest priorities for research are: (1)Instruction
Author: Helene M. Anthony
Publisher:
ISBN:
Category : Developmental reading
Languages : en
Pages : 34
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Book Description
Author: Kanu Priya
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: Previous research has investigated vocabulary and fluency as predictors of reading comprehension, most of it concentrating on younger school-age readers. The present study compared both passage-specific and generic assessments of vocabulary and fluency as predictors of reading comprehension in college-age readers. The comparison was done for both standardized tasks and experimental tasks and for expository and narrative text types. The study also investigated the effect of text type and question type (inferential and non-inferential) on reading comprehension. Seventy eight college-age readers completed a battery of reading comprehension, vocabulary and fluency tests. The results of the study reveal an interaction between passage type and question type on comprehension performance with students performing better on inferential questions for narrative texts, and on non-inferential questions for expository texts. Furthermore, vocabulary was found to be a better predictor of reading comprehension than fluency for both standardized and experimental tasks.
Author: Peter H. Johnston
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 108
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Book Description
Drawing on work from a number of disciplines, this volume brings together experimental and theoretical information relevant to the problems of assessing children's reading comprehension. After a short introduction, the first section defines reading comprehension, presenting theoretical issues intended to provide an understanding of what is being measured and what that measurement means. The second section covers factors that influence reading comprehension and its assessment, stressing the importance of structure, content, and language of the text for the reader's comprehension of it, particularly in the context of his or her background knowledge. The third section deals with assessment methodology, including its purposes, the constraints on it, and the cognitive demands and information content of different assessment methods. The volume's final section charts new directions in reading comprehension assessment, asking what can and should be assessed and how this assessment might be carried out and also addressing question construction and the characteristics and interpretation of tests. (JL)
Author: Scott G. Paris
Publisher: Routledge
ISBN: 9780805846553
Category : Education
Languages : en
Pages : 420
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Book Description
Originating in a CIERA conference at Michigan University, this book examines how readers understand text and how comprehension is assessed. It provides contexts for the study of reading comprehension, examines how vocabulary, motivation, and expertise influence comprehension, and analyses the developmental course and correlates of comprehension.
Author: Connie B. Glissmeyer
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 242
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Book Description
