Book chapter
Dimensions Affecting the Assessment of Reading Comprehension
Children's Reading Comprehension and Assessment, pp.387-412
Routledge
2005
DOI: 10.4324/9781410612762-26
Abstract
The assessment of reading comprehension has a long and storied history
in educational research (Pearson, 1998). There are multiple approaches
to the assessment of reading comprehension, reflecting the evolution
of theory and pedagogical shifts in reading education and assessment.
The recent report of the Rand Reading Study Group (2002) identified
three broad categories that represented the outcomes of reading
comprehension. The outcomes were as follows: (a) knowledge, which
involves successful comprehension of the content, integration of new
content with previously stored information, and critical evaluation of
the information; (b) application, which represents the utility of content
when it is applied to practical problems and tasks; and (c) engagement,
which reflects involvement with the ideas, experience, and style of
the text. It is clear that the assessment of reading comprehension is
multidimensional. Yet many contemporary assessments of reading
comprehension involve only the assessment of content knowledge.
Comprehension of print that addresses the integration and evaluation of
the information is infrequently assessed. Even rarer are assessments that
address application or engagement.
Details
- Title: Subtitle
- Dimensions Affecting the Assessment of Reading Comprehension
- Creators
- David J FrancisJack M FletcherHugh W CattsJ Bruce Tomblin - University of Iowa, Communication Sciences and Disorders
- Resource Type
- Book chapter
- Publication Details
- Children's Reading Comprehension and Assessment, pp.387-412
- Publisher
- Routledge
- DOI
- 10.4324/9781410612762-26
- Language
- English
- Date published
- 2005
- Academic Unit
- Communication Sciences and Disorders; Iowa Neuroscience Institute
- Record Identifier
- 9984070491902771
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