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Direct linkReese Butterfuss; Kathryn S. McCarthy; Ellen Orcutt; Panayiota Kendeou; Danielle S. McNamara – Reading and Writing: An Interdisciplinary Journal, 2024
Readers often struggle to identify the main ideas in expository texts. Existing research and instruction provide some guidance on how to encourage readers to identify main ideas. However, there is substantial variability in how main ideas are operationalized and how readers are prompted to identify main ideas. This variability hinders…
Descriptors: Reading Processes, Reading Comprehension, Reading Instruction, Best Practices
Download full textReese Butterfuss; Kathryn S. McCarthy; Ellen Orcutt; Panayiota Kendeou; Danielle S. McNamara – Grantee Submission, 2023
Readers often struggle to identify the main ideas in expository texts. Existing research and instruction provide some guidance on how to encourage readers to identify main ideas. However, there is substantial variability in how main ideas are operationalized and how readers are prompted to identify main ideas. This variability hinders…
Descriptors: Reading Processes, Reading Comprehension, Reading Instruction, Best Practices
Wang, Zuowei; O'Reilly, Tenaha; Sabatini, John; McCarthy, Kathryn S.; McNamara, Danielle S. – Grantee Submission, 2021
We compared high school students' performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic.…
Descriptors: Comparative Analysis, High School Students, Inferences, Reading Tests
Conoyer, Sarah J.; Lembke, Erica S.; Hosp, John L.; Espin, Christine A.; Hosp, Michelle K.; Poch, Apryl L. – Reading & Writing Quarterly, 2017
The present study examined the technical adequacy of maze-selection tasks constructed in 2 different ways: typical versus novel. We selected distractors for each measure systematically based on rules related to the content of the passage and the part of speech of the correct choice. Participants included 262 middle school students who were…
Descriptors: Cloze Procedure, Multiple Choice Tests, Reading Tests, Reading Comprehension
Johnson, Evelyn S.; Semmelroth, Carrie; Allison, Jennifer; Fritsch, Teresa – Assessment for Effective Intervention, 2013
The use of Curriculum-Based Measures is rapidly expanding to the middle school level, where maze passages are frequently used to monitor progress in reading. At secondary grade levels, the focus of reading is on reading to learn, especially in the content areas. Therefore, we were interested in developing maze passages based on grade-level science…
Descriptors: Middle School Students, Grade 7, Curriculum Based Assessment, Cloze Procedure
Razi, Salim – Online Submission, 2012
This study presents the processes of developing and establishing reliability and validity of a reading test by administering an integrative approach as conventional reliability and validity measures superficially reveals the difficulty of a reading test. In this respect, analysing vocabulary frequency of the test is regarded as a more eligible way…
Descriptors: Foreign Countries, Undergraduate Students, Reading Tests, Test Validity
