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Peer reviewedCurtis, Mary E.; Glaser, Robert – Journal of Educational Measurement, 1983
The implications that cognitive approaches to the study of reading can have for the assessment of reading achievement are discussed. Research in word decoding, semantic access, sentence processing, and discourse analysis is summarized with emphasis on processing efficiency required in one area affecting performance in another area. (Author/CM)
Descriptors: Achievement Tests, Decoding (Reading), Discourse Analysis, Reading Achievement
