Search results for: measuring-reading-competence

Measuring Reading Competence

Author : S. Schwartz
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This book concerns measuring reading skills. It is not meant to be a compre hensive survey of reading research or a review of all possible approaches to reading measurement (although considerable attention is given to both subjects). Instead, the purpose of this book is to present a coherent, theoretically based approach to measuring reading competence. The ability to measure a phenomenon is an important prerequisite for scientific analysis. As Lord Kelvin said, "One's knowledge of science begins when he can measure what he is speaking about and express it in numbers." Unfortunately, not just any numbers will do. Presently available reading tests provide their users with a plethora of numbers-age levels, percentiles, grade equivalents-but their scientific value is questionable. The problem is that there is more to scientific measurement than merely assigning numbers to arbitrarily chosen behaviors. Scientific measurement occurs only within the confines of a theory, and most reading tests are atheoretical. Recent years have witnessed an explosive growth in reading research.

Measuring Reading Competence

Author : S. Schwartz
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The Role of Fluency in Reading Competence Assessment and Instruction

Author : Edward J. Kame'enui
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First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.

The Reading Leadership Academy Guidebook

Author :
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"Presentations and resources about scientifically based reading research"--Cover.

PISA Measuring Student Knowledge and Skills The PISA 2000 Assessment of Reading Mathematical and Scientific Literacy

Author : OECD
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The PISA 2000 Assessment introduces the PISA approach to assessing reading, mathematical and scientific literacy and describes the PISA 2000 assessment in terms of the content that students need to acquire, the processes that need to be performed and the contexts in which skills are applied.

Competencies How they are acquired and measured

Author : Dieter Gnahs
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A comprehensive guide to competences Competence has become a key concept in political and scientific discussions. It is used as a headword in publications, at conferences and congresses: it dominates strategy papers and practical concepts; it is the standard bearer and point of crystallization for sometimes bitterly fought differences of opinion. The text explains the term “competence” and reflects the current international discussion. From the Contents: Development guidelines and approaches regarding education policy The competence concept and its difference from similar concepts Building blocks of competence Types of competences Genesis of competence Recording competence and measuring competence Fields of application Instruments for recording and harmonising competences and qualifications for comparison purposes

Insights Into Second Language Reading

Author : Keiko Koda
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Reading is a multi-faceted, complex construct, and its complexity increases in second-language reading. In this critical volume, Keiko Koda provides an in-depth analysis of second language readings' multiple dimensions, presenting syntheses of current research on first and second language reading. She applies cross-linguistic analyses of the research, and she explores potential new directions for expanding current research paradigms. Insights into Second Language Reading has remarkable scope, ranging from issues in visual word recognition and text structure, encompassing theoretical issues pertaining to lexical and synctatic decoding mechanisms, and covering practical issues concerning assessment and teaching In synthesizing current research findings, Keiko Koda demonstrates how the complex phenomenon of reading can be systematically studied. This book provides ways for enhancing literacy acquisition, second-language learning, and bilingual processing.

Assessing Reading 2 Changing Practice in Classrooms

Author : Martin Coles
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This second book focuses directly on the classroom, on the challenges individual teachers face in classroom-based assessment, and how these challenges have been and are being met in a range of international contexts.

Children s Difficulties In Reading Spelling and Writing

Author : Peter Pumfrey
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First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Assessing Dyslexia

Author : Becky Kennedy
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Assessing Dyslexia guides readers through the design, administration, and interpretation of dyslexia assessments. Grounded in research on the linguistic and neural foundations of dyslexia, as well as the clinical outcomes of reading and writing processes, this concise volume provides a comprehensive framework for assessment, diagnosis, and intervention. Utilizing detailed examples to illustrate methodology and concepts, this book is critical reading for students looking to deepen their understanding of assessment, literacy, and the written language challenge.

The Fluency Construct

Author : Kelli D. Cummings
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This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning writers. Fluency in language acquisition, reading, and mathematics. Foundations of fluency-based assessments in behavioral and psychometric paradigms. Using response time and accuracy data to inform the measurement of fluency. Using individual growth curves to model reading fluency. Latent class analysis for reading fluency research. The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work.

The Use of Passage Reading Measures to Assess Reading Proficiency of Chinese Elementary School Students

Author : Ching-Yun Yeh
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Testing Reading Comprehension

Author : Robert Troschitz
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Seminar paper from the year 2005 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,0, Dresden Technical University, language: English, abstract: In the Common European Framework of Reference for Languages (CEF) the proficiency in understanding texts is one of the main criteria for determining a learner's language competence. To obtain the level 'Vantage' for instance, the language user is supposed to "understand the main ideas of complex text both on concrete and abstract topics". But what does it mean to understand a text? This question cannot easily be answered, and it is therefore one aim of this paper to provide a definition of the term 'reading comprehension'. However, knowing what reading comprehension means does not necessarily enable us determine one's reading competence. What the testing of reading comprehension should look like is still open for discussion. For this reason the paper will examine a number of problems which inevitably arise when measuring reading comprehension. Fields of particular interest are the input material, in other words the text which the reader is supposed to comprehend, basic problems of measuring receptive skills, several testing techniques and the writing of test items. While discussing these problem areas, a number of principles, which should help to construct valid reading comprehension tests, are established too.

PISA 2009 Assessment Framework Key Competencies in Reading Mathematics and Science

Author : OECD
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This book presents presents the theory behind the development of the 2009 PISA survey.

Teaching Word Recognition Second Edition

Author : Rollanda E. O'Connor
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This highly regarded teacher resource synthesizes the research base on word recognition and translates it into step-by-step instructional strategies, with special attention to students who are struggling. Chapters follow the stages through which students progress as they work toward skilled reading of words. Presented are practical, evidence-based techniques and activities that target letter- sound pairings, decoding and blending, sight words, multisyllabic words, and fluency. Ideal for use in primary-grade classrooms, the book also offers specific guidance for working with older children who are having difficulties. Reproducible assessment tools and word lists can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. *Instructive "Try This" activities at the end of each chapter for teacher study groups and professional development.

Reading Assessment Third Edition

Author : JoAnne Schudt Caldwell
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This trusted practitioner guide and course text helps K-8 teachers utilize assessment as an integral component of classroom instruction. It guides teachers step by step to recognize good reader behaviors, assess students' strengths and weaknesses, and make evidence-based instructional decisions. Formal and informal measures are discussed for evaluating specific components of literacy, with a focus on the Common Core State Standards (CCSS). Every chapter features activities for developing understanding; in-depth practice exercises are provided in several appendices. Helpful reproducible tools can be photocopied from the book or downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Chapter on major current initiatives: the CCSS and response to intervention. *Extensive CCSS content woven throughout the book. *Expanded coverage of vocabulary assessment, now in its own chapter. *Checklists to guide the selection of high-quality published instruments.

Assessment and Access

Author : Gary D. Keller
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Introduction: advances in assessment and the potential for increasing the number of Hispanics in higher education by Gary D. Keller. Cultural and linguistic influences on Latino testing by José P. Mestre and James M. Royer. Diagnostic testing of reasoning skills by Richard P. Durán. Assessing heuristic knowledge to enhance college students' success by Raymond V. Padilla. Time as a factor in the cognitive test performance of Latino college students by María Magdalena Llabre. Factors related to differential item functioning for Hispanic examinees on the Scholastic Aptitude Test by Alice P. Schmitt and Neil J. Dorans. Eduating the scores of the College Board Prueba de Aptitud Académica and the College Board Scholastic Aptitude Test by William H. Angoff and Linda L. Cook.

Contacts and Contrasts in Educational Contexts and Translation

Author : Barbara Lewandowska-Tomaszczyk
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This volume covers descriptions and interpretations of social and cognitive phenomena and processes which emerge at the interface of languages and cultures in educational and translation contexts. It contains eleven papers, divided into two parts, which focus respectively on the issues of language and culture acquisition and a variety of translation practices (general language, literature, music translation) from socio-cultural and cognitive perspectives.

Learning to Read Across Languages

Author : Keiko Koda
File Size : 74.54 MB
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This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language. As a consequence of rapid globalization, such learners are a large and growing segment of the school population worldwide, and an increasing number of schools are challenged by learners from a wide variety of languages, and with distinct prior literacy experiences. To succeed academically these learners must develop second-language literacy skills, yet little is known about the ways in which they learn to read in their first languages, and even less about how the specific nature and level of their first-language literacy affects second-language reading development. This volume provides detailed descriptions of five typologically diverse languages and their writing systems, and offers comparisons of learning-to-read experiences in these languages. Specifically, it addresses the requisite competencies in learning to read in each of the languages, how language and writing system properties affect the way children learn to read, and the extent and ways in which literacy learning experience in one language can play a role in subsequent reading development in another. Both common and distinct aspects of literacy learning experiences across languages are identified, thus establishing a basis for determining which skills are available for transfer in second-language reading development. Learning to Read Across Languages is intended for researchers and advanced students in the areas of second-language learning, psycholinguistics, literacy, bilingualism, and cross-linguistic issues in language processing.

Phonological Processing Abilities and Reading Competence

Author : Guangze Li
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Originally presented as the author's thesis (doctoral-National Key Research Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, June 2009)