Reading comprehension is one of the most valuable academic skills taught in school. Selecting the appropriate assessment instrument to ensure early identification and intervention is important as there is an amalgam of cognitive abilities and academic skills involved in reading comprehension. The GORT-5 is the most recent edition of a test that…

Duff, Mengoni, Bailey and Snowling ("Journal of Research in Reading," 38: 109-123; 2015) evaluated the sensitivity and specificity of the phonics screening check against two reference standards. This report aims to correct a minor data error in the original article and to present further analysis of the data. The methods used are…

Large-scale standardized tests are regularly used to measure student achievement overall and for student subgroups. These uses assume tests provide comparable measures of outcomes across student subgroups, but prior research suggests score comparisons across gender groups may be complicated by the type of test items used. This paper presents…

This paper presents evidence confirming the validity of the RD design in the Reading Recovery study by examining the ability of the RD design to replicate the 1st grade results observed in the original i3 RCT focused on short-term impacts. Over 1,800 schools participated in the RD study over all four cohort years. The RD design used cutoff-based…

This paper illustrates similarities and differences between two international surveys that assess adults' skills: the Programme for the International Assessment of Adult Competencies (PIAAC) and the Skills Towards Employment and Productivity (STEP) survey. In particular, the paper highlights the issues that can arise for researchers interested to…

Combining Bachman's (1990) conceptualization of content validity with Messick's (1989) unifying model of construct validity, this study attempted to fill the gap in researching content validation in the context of a university reading achievement test by (a) examining traditional content validity evidence and (b) analyzing the test scores to…

The purpose of this article is to present qualitative and quantitative tools to assist teachers and authors of examination materials in their preliminary assessment of text complexity/difficulty according to the Common European Framework of Reference for Languages. The qualitative scales were compiled specially for this study, based on previous…

Technology-enhanced items (TEIs) are innovative, computer-delivered test items that allow test takers to better interact with the test environment compared to traditional multiple-choice items (MCIs). The interactive nature of TEIs offer improved construct coverage compared with MCIs but little research exists regarding students' performance on…

Purpose: This study reports the psychometric development of the Cantonese versions of the English Computerized Revised Token Test (CRTT) for persons with aphasia (PWAs) and healthy controls (HCs). Method: The English CRTT was translated into standard Chinese for the Reading--Word Fade version (CRTT-R-[subscript WF]-Cantonese) and into formal…

Language proficiency testing serves an important function of classifying examinees into different categories of ability. However, misclassification is to some extent inevitable and may have important consequences for stakeholders. Recent research suggests that classification efficacy may be enhanced substantially using computerized adaptive…

Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the "Alouette" reading test to a normative sample…

This study aimed at investigating the effect of two strategies of teaching reading: 'semantic mapping' and 'question generation' on the reading achievement of a sample of 40 female students enrolling in two classes in Level 2 English as a Second Language Foundation Program at the Community College of Qatar. The researcher of the current study…

We examined which of two instruments (Text Reading and Comprehension inventory [TRC] or a traditional informal reading inventory [IRI]) provides the more valid assessment of a primary-grade student's reading instructional level. The TRC is currently the required, benchmark reading assessment for students in grades K-3 in the state of North…

There is significant debate over the value and ethics of IQ testing for children, including those from diverse cultural groups, particularly in light of studies examining performance on various subtests that are uncovering important processing differences between cultural and linguistic groups (Sotelo-Dynega, Ortiz, Flanagan, & Chaplin, 2013).…

Within a developmental framework, this study compared the predictive validity of three DIBELS tasks (phoneme segmentation fluency [PSF], nonsense word fluency [NWF], and oral reading fluency [ORF]) with that of three alternative tasks drawn from the field of reading (phonemic spelling [phSPEL], word recognition-timed [WR-t], and graded passage…