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Andreea Dutulescu; Stefan Ruseti; Mihai Dascalu; Danielle S. McNamara – Grantee Submission, 2024
Assessing the difficulty of reading comprehension questions is crucial to educational methodologies and language understanding technologies. Traditional methods of assessing question difficulty rely frequently on human judgments or shallow metrics, often failing to accurately capture the intricate cognitive demands of answering a question. This…
Descriptors: Difficulty Level, Reading Tests, Test Items, Reading Comprehension
Ben Seipel; Patrick C. Kennedy; Sarah E. Carlson; Virginia Clinton-Lisell; Mark L. Davison – Grantee Submission, 2022
As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as ACT's (formerly American College Testing) "reading readiness" provide insight into how many students may need such resources, they do not specify…
Descriptors: Multiple Choice Tests, Computer Assisted Testing, Reading Tests, Reading Comprehension
Virginia Clinton-Lisell; Terrill Taylor; Sarah E. Carlson; Mark L. Davison; Ben Seipel – Grantee Submission, 2022
Standardized reading assessments are often used as an admissions criterion for college admittance, however, the relationship and predictive validity of reading assessments to academic achievement remains in question. Through a quantitative review of the literature, we conducted a meta-analysis to examine how well performance on college reading…
Descriptors: Reading Achievement, Reading Comprehension, Reading Tests, Academic Achievement
Botarleanu, Robert-Mihai; Dascalu, Mihai; Allen, Laura K.; Crossley, Scott Andrew; McNamara, Danielle S. – Grantee Submission, 2021
Text summarization is an effective reading comprehension strategy. However, summary evaluation is complex and must account for various factors including the summary and the reference text. This study examines a corpus of approximately 3,000 summaries based on 87 reference texts, with each summary being manually scored on a 4-point Likert scale.…
Descriptors: Computer Assisted Testing, Scoring, Natural Language Processing, Computer Software
Goodwin, Amanda P.; Petscher, Yaacov; Reynolds, Dan – Grantee Submission, 2021
Purpose: This study explores the roles of morphological skills (Morphological Awareness, Morphological-Syntactic-Knowledge, Morphological-Semantic-Knowledge, and Morphological-Orthographic/Phonological-Knowledge), vocabulary (knowledge of definitions, relationships between words, and polysemous meanings), and syntax in contributing to adolescent…
Descriptors: Reading Comprehension, Morphology (Languages), Metalinguistics, Syntax
Nese, Joseph F. T. – Grantee Submission, 2022
Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading…
Descriptors: Reading Tests, Oral Reading, Reading Fluency, Curriculum Based Assessment
Magliano, Joseph P.; Lampi, Jodi P.; Ray, Melissa; Chan, Greta – Grantee Submission, 2020
Coherent mental models for successful comprehension require inferences that establish semantic "bridges" between discourse constituents and "elaborations" that incorporate relevant background knowledge. While it is established that individual differences in the extent to which postsecondary students engage in these processes…
Descriptors: Reading Comprehension, Reading Strategies, Inferences, Reading Tests
Beula M. Magimairaj; Philip Capin; Sandra L. Gillam; Sharon Vaughn; Greg Roberts; Anna-Maria Fall; Ronald B. Gillam – Grantee Submission, 2022
Purpose: Our aim was to evaluate the psychometric properties of the online administered format of the Test of Narrative Language--Second Edition (TNL-2; Gillam & Pearson, 2017), given the importance of assessing children's narrative ability and considerable absence of psychometric studies of spoken language assessments administered online.…
Descriptors: Computer Assisted Testing, Language Tests, Story Telling, Language Impairments
Goodwin, Amanda P.; Petscher, Yaacov; Jones, Sara; McFadden, Sara; Reynolds, Dan; Lantos, Tess – Grantee Submission, 2020
The authors describe Monster, PI, which is an app-based, gamified assessment that measures language skills (knowledge of morphology, vocabulary, and syntax) of students in grades 5-8 and provides teachers with interpretable score reports to drive instruction that improves vocabulary, reading, and writing ability. Specifically, the authors describe…
Descriptors: Computer Assisted Testing, Handheld Devices, Language Maintenance, Language Tests
Jason Schoeneberger; Xiaodong Zhang; Samantha Spinney; Jing Sun; Lauren Kennedy; Samira Rajesh Syal – Grantee Submission, 2023
The purpose of this study was to understand the impact, implementation and costs associated with a one-semester elective lab course in 9th grade, Accelerating Literacy for Adolescents (ALFA) Lab, which seeks to improve students' reading achievement, particularly for those from economically disadvantaged communities. This study used three cohorts…
Descriptors: High School Students, Grade 9, Learning Laboratories, Reading Centers
Sabatini, John; O'Reilly, Tenaha; Wang, Zuowei; Dreier, Kelsey – Grantee Submission, 2018
This book is a testament to the increasing role and importance of multiple source use in everyday and academic literacy activities in the 21st century. How should we introduce the topic of multiple sources here? For most readers, we need not, because this chapter is not their first literacy stop in the volume, so the topic has been adequately…
Descriptors: Vignettes, Information Sources, Reading Comprehension, Reading Tests
Ben Seipel; Sarah E. Carlson; Virginia Clinton-Lisell; Mark L. Davison; Patrick C. Kennedy – Grantee Submission, 2022
Originally designed for students in Grades 3 through 5, MOCCA (formerly the Multiple-choice Online Causal Comprehension Assessment), identifies students who struggle with comprehension, and helps uncover why they struggle. There are many reasons why students might not comprehend what they read. They may struggle with decoding, or reading words…
Descriptors: Multiple Choice Tests, Computer Assisted Testing, Diagnostic Tests, Reading Tests
Mark L. Davison; David J. Weiss; Ozge Ersan; Joseph N. DeWeese; Gina Biancarosa; Patrick C. Kennedy – Grantee Submission, 2021
MOCCA is an online assessment of inferential reading comprehension for students in 3rd through 6th grades. It can be used to identify good readers and, for struggling readers, identify those who overly rely on either a Paraphrasing process or an Elaborating process when their comprehension is incorrect. Here a propensity to over-rely on…
Descriptors: Reading Tests, Computer Assisted Testing, Reading Comprehension, Elementary School Students
Davison, Mark L.; Biancarosa, Gina; Carlson, Sarah E.; Seipel, Ben; Liu, Bowen – Grantee Submission, 2018
The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues…
Descriptors: Multiple Choice Tests, Computer Assisted Testing, Pilot Projects, Measurement
Allen, Laura K.; Likens, Aaron D.; McNamara, Danielle S. – Grantee Submission, 2018
The assessment of writing proficiency generally includes analyses of the specific linguistic and rhetorical features contained in the singular essays produced by students. However, researchers have recently proposed that an individual's ability to flexibly adapt the linguistic properties of their writing might more closely capture writing skill.…
Descriptors: Writing Evaluation, Writing Tests, Computer Assisted Testing, Writing Skills
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