Measuring Up: Advances in How We Assess Reading Ability

by John Sabatini, Elizabeth Albro, Tenaha O'Reilly

Overview

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.

Product Details

ISBN-13:	9781607094876
Publisher:	R&L Education
Publication date:	06/07/2012
Sold by:	Barnes & Noble
Format:	eBook
Pages:	180
File size:	2 MB

About the Author

John Sabatini is a Senior Research Scientist in the Research & Development Division at Educational Testing Service in Princeton, NJ.  His research interests and expertise are in reading literacy development and disabilities, assessment, cognitive psychology, and educational technology. He is the principal investigator of an Department of Education funded grant to develop pre-K -12 comprehension assessments.

Tenaha O'Reilly is currently a Research Scientist at Educational Testing Service in Princeton, New Jersey. His research interests include a variety of topics relating to reading comprehension, metacognition, background knowledge and summative assessment.   

Elizabeth R. Albro is acting commissioner of the National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Her research interests and expertise include the development of reading and language in school settings, as well as the use of findings from cognitive science in education practice. She has spent the past decade overseeing research programs in the areas of reading and writing and cognitive science at the National Center for Education Research.

Table of Contents

List of Figures vii

List of Tables ix

Preface xi

Acknowledgments xiii

Introduction xv

Section I Developing Coherence in the Construct of Reading Comprehension

1 Reading Comprehension: A Conceptual Framework from Word Meaning to Text Meaning Charles Perfetti Suzanne M. Adlof 3

2 Psychological Models of Reading Comprehension and Their Implications for Assessment Walter Kintsch 21

3 Individual and Developmental Differences in Reading Comprehension: Assessing Cognitive Processes and Outcomes Paul van den Broek 39

4 Reading Comprehension Development from Seven to Fourteen Years: Implications for Assessment Kate Cain Jane Oakhill 59

5 Measure for Measure: Challenges in Assessing Reading Comprehension Janice M. Keenan 77

6 Sources of Text Difficulty: Across Genres and Grades Danielle S. McNamara Arthur Graesser Max Loicwerse 89

Section II The Science of Assessment and the Proficient Reader

7 How Research on Reading and Research on Assessment Are Transforming Reading Assessment (or if They Aren't, How They Ought To) Robert J. Mislevy John P. Sabatini 119

8 Psychological versus Psychometric Dimensionality in Reading Assessment André A. Rupp 135

Conclusion: Moving Forward on Reading Assessment Arthur Graesser Xiangen Hu 153

Measuring Up: Advances in How We Assess Reading Ability: Editor Biographies 159

What People are Saying About This

Pascale D. Forgione

Our Nation’s goal of becoming a nation of proficient readers requires high quality teaching and useful assessments in every classroom. Our reading tests too often have driven out instruction because our teachers are not trained to use these tools to advance the learning and development of their students. “Measuring Up” offers the needed content for a successful professional learning community opportunity for America’s teachers to break out and to sustain strong advances in their students’ reading performance.

Editorial Reviews

Our Nation’s goal of becoming a nation of proficient readers requires high quality teaching and useful assessments in every classroom. Our reading tests too often have driven out instruction because our teachers are not trained to use these tools to advance the learning and development of their students. “Measuring Up” offers the needed content for a successful professional learning community opportunity for America’s teachers to break out and to sustain strong advances in their students’ reading performance.

Pascale D. Forgione