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Children's Reading Comprehension and Assessment

Originating in a CIERA conference at Michigan University, this book examines how readers understand text and how comprehension is assessed. It... more
Author:
Paris
Format:
Trade paperback

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Short 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.

Long description

Originating in a recent CIERA conference held at the University of Michigan, this book brings together the nations' most distinguished researchers to examine how readers understand text and how comprehension is assessed. The first part provides both national and historical contexts for the study of reading comprehension. The second part examines how vocabulary, motivation, and expertise influence comprehension, and it includes analyses of the developmental course and correlates of comprehension. Chapters in the third part consider how schools focus on comprehension for instruction and assessment. The fourth part includes chapters on large-scale assessment that analyze how test formats and psychometric characteristics influence measures of reading comprehension. At the end of each part is a commentary --written by an expert-- that reviews the chapters, critiques the main points, and synthesizes critical issues.

Product details

Editor:
Steven A. Stahl; Scott G. Paris
Contributor:
Katherine Hilden
Publisher:
Lawrence Erlbaum Associates Inc
ISBN:
9780805846560
Publication date:
February 2005
Length:
227mm
Width:
154mm
Thickness:
24mm
Weight:
580g
Pages:
440
Illustrations:
1, black & white illustrations
Pages:
440
Illustrated:
True

Table of contents

  • Part I: Historical and Theoretical Foundations. A.P. Sweet, Assessment of Reading Comprehension: The RAND Reading Study Group Vision. P.D. Pearson, D.N. Hamm, The History of Reading Comprehension Assessment. W. Klntsch, E. Klntsch, Comprehension. N.K. Duke, Comprehension of What for What: Comprehension as a Non-Unitary Construct. Part II: Development and Motivational Factors in Reading Comprehension. P. van den Broek, P. Kendeou, K. Kremer, J. Lynch, J. Butler, M.J. White, E.P. Lorch, The Assessment of Comprehension Abilities in Young Children. S.G. Paris, R.D. Carpenter, A.H. Paris, E.E. Hamilton, Spurious and Genuine Correlates of Children's Reading Comprehension. S.A. Stahl, E.H. Hiebert, The Word Factors : A Problem for Reading Comprehension Assessments. J.T. Guthrie, A. Wigfield, Roles of Motivation and Engagement in Reading Comprehension Assessment. R.C. Calfee, R.G. Miller, Comprehending Through Composing: Reflections on Reading Assessment Strategies. Part III: Assessment in School Contexts. B.M. Taylor, P.D. Pearson, Reading Assessment as a Tool to Evaluate and Improve Reading Instruction Within a School. A.S. Palincsar, S.J. Magnusson, E. Pesko, M. Hamlin, Attending to the Nature of Subject Matter in Text Comprehension Assessments. R.D. Carpenter, S.G. Paris, Issues of Validity and Reliability in Early Reading Assessments. M. Pressley, K. Hilden, Commentary on Three Important Directions in Comprehension Assessment Research. Part IV: Large-Scale Assessments of Reading Comprehension. T. Salinger, Assessment of Young Children as They Learn to Read and Write. J.R. Campbell, Single Instrument, Multiple Measures: Considering the Use of Multiple Item Formats to Assess Reading Comprehension. D.J. Francis, J.M. Fletcher, H.W. Catts, J.B. Tomblin, Dimensions Affecting the Assessment of Reading Comprehension. K.K. Wixson, J.F. Carlisle, The Influence of Large-Scale Assessment of Reading Comprehension on Classroom Practice: A Commentary.

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