Background: Reading comprehension is frequently impaired in persons with aphasia (PWA). For goal-setting and outcome measurement, speech and language therapists (SLTs) need to determine an individual's perspective of their reading difficulties and everyday reading activities. The Comprehensive Assessment of Reading in Aphasia (CARA) reading…

Researchers in science education lacks valid and reliable instruments to assess students' "disciplinary" and "epistemic" reading of scientific texts. The main purpose of this study was to develop and validate a Reading in Science Holistic Assessment (RISHA) to assess students' holistic reading of scientific texts. RISHA…

Reading scores exist for a continuum of purposes, from informal assessment to formal standardized tests. This brief aims to answer the question: What matters most for elementary-grade teachers when thinking about reading scores, and what could policymakers do to help teachers? Three positions worth pursuing in this regard are shared: (1) every…

Reading self-efficacy performs a fundamental role in gaining academic achievement in college education. Review of the related literature unveils that it needs to be enriched by conducting further research on college students' reading self-efficacy. The paucity of investigations into college students' reading self-efficacy could have a connection…

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…

Automated summary evaluation is proposed as an alternative to rubrics and multiple-choice tests in knowledge assessment. Inbuilt rubric is a recent Latent Semantic Analysis (LSA) method that implements rubrics in an artificially-generated semantic space. It was compared with classical LSA's cosine-based methods assessing knowledge in a…

Background: Middle school students use the information conveyed by morphemes (i.e., units of meaning such as prefixes, root words and suffixes) in different ways to support their literacy endeavours, suggesting the likelihood that morphological knowledge is multidimensional. This has important implications for assessment. Methods: The current…

Background: Middle school students use the information conveyed by morphemes (i.e., units of meaning such as prefixes, root words and suffixes) in different ways to support their literacy endeavours, suggesting the likelihood that morphological knowledge is multidimensional. This has important implications for assessment. Methods: The current…

Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the…

The goal of the experiment was to examine the relevance of a new French web-based assessment, Tinfolec (Test INFOrmatisé d'évaluation de la LECture), the aim of which is to evaluate the reading abilities of children in primary grades. The participants were 1,016 children from Grades 2 to 5. They completed the five tasks of Tinfolec designed to…

The purpose of the study is to have a relook at the ESL reading comprehension assessment system for Malaysian Year Five students. Traditionally, the ESL teachers have been assessing and reporting on their primary year's students by merely giving a composite grade with some vague remarks. This process has been used and is still being employed in…

Two hundred and two (n = 202) sixth-grade students in social studies were administered a weekly vocabulary-matching curriculum-based measure (CBM) for 35 weeks. Students were also administered the Scholastic Reading Inventory (SRI), along with the annual state high-stakes test in Communication Arts. CBM scores were analyzed with respect to…

For decades, standardized reading comprehension tests have consisted of a series of passages and associated multiple-choice questions. Although widely used in and out of the classroom, there continues to be considerable disagreement regarding how or whether such tests have net value in the service of advancing educational progress in reading. This…

Recent findings of passageless comprehension by college readers have added to the fallout with standardized reading comprehension tests and have called for theoretically and psychometrically stronger options. Reviewing the research literature, this paper suggests the maze test as an option for college reading assessment. The existing evidence,…

Including students with special educational needs in learning (SEN-L) is a challenge for large-scale assessments. In order to draw inferences with respect to students with SEN-L and to compare their scores to students in general education, one needs to assure that the measurement model is reliable and that the same construct is measured for…