To inform the development of gamified assessments, this study explored how students with or at risk for reading difficulties in Grades 6-8 (N = 202) perceived and interacted with a decoding assessment designed with gamification characteristics. Three data sources enhanced the methodological triangulation: observations and scores from testing,…

Unlike their peers with typical hearing, reading and speech challenges observed among children with hearing loss may not only be caused by developmental issues but also hearing-related problems. Although conventional oral reading assessments are useful for identifying children at risk of reading difficulties, they do not help examiners identify…

I propose an integrative theoretical framework for reading and writing acquisition, called the interactive dynamic literacy model, after reviewing theoretical models of reading and writing, and recent efforts in integrating theoretical models within reading and writing, respectively. The central idea of the interactive dynamic literacy model is…

The present study investigated the applicability of word reading, word segmentation, and text reading as diagnostic tools to assess comprehension, detect struggling readers, and inform instruction for low-level Chinese as second language (L2) learners (n = 70). The results showed that the three instruments measured different dimensions of word…

MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms.…

Curriculum Based Measurements (CBM) are a widely-used tool for Response to Intervention (RTI) progress monitoring. In addition, they can be used in the determination of learning disabilities and special education qualification. The most widely used type of CBM is a measure of oral reading fluency (ORF). This type involves having a student read out…

This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above-grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that…

The effects of a word identification game aimed at enhancing decoding efficiency in poor readers were tested. Following a pretest-posttest-retention design with a waiting control group, 62 poor-reading Dutch second graders received a five-hour tablet intervention across a period of five weeks. During the intervention, participants practiced…

Despite almost a century of research, there is little consensus among researchers and educators about the role of oral reading accuracy in beginning reading progress of struggling readers. Should, for example, students be given easy books to read with high levels of accuracy to promote early reading development or does reading hard texts with…

This research investigated the word reading performance of Persian speaking dyslexic children through the use of a reading test. For this reason, 15 Persian elementary developmental dyslexic student with the mean age of 9.6, (SD= 1.5) and 15 Persian unimpaired elementary student with the mean age of 9.6 (SD= 1.4) were compared. The performance of…

The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2)…

We evaluated the effects of student characteristics (sight word reading efficiency, phonological decoding, verbal knowledge, level of reading ability, grade, gender) and text features (passage difficulty, length, genre, and language and discourse attributes) on the oral reading fluency of a sample of middle-school students in Grades 6-8 (N =…

Fluent reading hinges on automatic word recognition, yet little research has investigated the acquisition process with repeated exposure to novel words. In this study, elementary students in grades three to six were asked to read two-syllable pseudowords five times each (in varied sequences) during two sessions (n = 49). The goal was to study…

One of the most prevalent and controversial accommodations for students with disabilities is an audio presentation of written test material, the "read-aloud" accommodation. This study used test administration data from the Missouri Assessment Program to examine effects of using the read-aloud accommodation on the characteristics of…

This study investigated the statistical and practical significance of context effects for items randomized within testlets for administration during a series of computerized non-adaptive tests. One hundred and twenty-five items from four primary school reading tests were studied. Logistic regression analyses identified from one to four items for…