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Not Read, but Nevertheless Solved? Three Experiments on PIRLS Multiple Choice Reading Comprehension Test Items
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Sparfeldt, Jorn R.; Kimmel, Rumena; Lowenkamp, Lena; Steingraber, Antje; Rost, Detlef H. – Educational Assessment, 2012
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N[subscript 1] = 230, N[subscript 2] = 340, N[subscript 3] = 194) worked on three…
Descriptors: Test Items, Reading Comprehension, Construct Validity, Grade 4
Word Recognition Tests: Are They Useful Beyond Grade Three
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Froese, Victor – Reading Teacher, 1971
Descriptors: Cognitive Processes, Comparative Testing, Elementary Education, Learning Processes
Visual Motor Skills and Reading Ability of Deaf Children
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Clarke, Bryan R.; Leslie, Perry T. – Perceptual and Motor Skills, 1971
Descriptors: Comparative Testing, Deafness, Handicapped Children, Perceptual Motor Learning
An Analysis of the Evaluation Data When ESEA, Title 1 Evaluation Models A1 and A2 are Empirically Field Tested Simultaneously.
Fish, Owen W. – 1979
Two ESEA Title I evaluation models developed by the Resource Management Corporation (RMC), were field tested simultaneously with 560 Title I reading students, grades 2-8. Measuring instruments for models 1 and 2 were, respectively, the California Achievement Test (reading vocabulary section), a norm-referenced test; and the Tarmac Reading…
Descriptors: Achievement Gains, Comparative Testing, Compensatory Education, Criterion Referenced Tests
Differentiating Reading Disabled from Normal Children with the Visual Discrimination Test.
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Melowsky, Fred; Ray, Joseph B. – 1975
A comparison of test results on the Visual Discrimination Test was made between a group of 22 reading disabled children and 22 children who were reading on or above grade level. Both groups were of average or above-average intelligence and the two groups were matched for age and sex. The mean age was 10 years and 3 months and all the reading…
Descriptors: Comparative Testing, Diagnostic Tests, Elementary Education, Perception Tests
Modality Preference and Word Learning: The Predictive Ability of the Swassing-Barbe Modality Index and the Illinois Test of Psycholinguistic Abilities.
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Kampwirth, Thomas J.; MacKenzie, Karen – Educational Research Quarterly, 1989
The relationship between modality styles and reading achievement was studied for 51 first graders given 2 subtests of the Swassing-Barbe Modality Index, 2 subtests of the Illinois Test of Psycholinguistic Abilities, and 2 tests of nonsense words. There was no significant interaction between modality preference and reading achievement. (SLD)
Descriptors: Auditory Perception, Cognitive Style, Comparative Testing, Elementary School Students
General Report on Edmonton Grade III Achievement. 1956-1977 Comparisons.
Clarke, S. C. T.; And Others – 1977
To compare achievement standards of 1977 with those of 1956, three tests were administered in their original form to all third graders in a large school district. Approximately 3500 students in 1956 and 4500 in 1977 were administered the California Achievement Tests, the California Short Form Tests of Mental Maturity, and the Gates Advanced…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Arithmetic
A Comparative Analysis of English and Spanish Reading Performance of Mexican American Students.
Cervantes, Robert A.; Bernal, Helen Hazuda – 1976
A South Texas survey conducted in 1975 investigated the reading performance of Mexican American students enrolled in a bilingual program to determine whether or not students achieved significantly different reading scores on parallel Spanish and English versions of an appropriate test (Guidance Testing Associates Inter-American Test of Reading).…
Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Comparative Testing
A Comparison among Measures of Reading Achievement with Low Income Black Third Grade Students.
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Manning, Maryann; And Others – 1985
The results of different types of reading achievement measures were compared for 58 low-income urban black third graders. Two formal tests were administered: the norm-referenced California Achievement Tests (CAT), and the criterion-referenced Alabama Basic Competency Test (ABCT). Informal measures included the Houghton-Mifflin Informal Reading…
Descriptors: Ability Grouping, Achievement Rating, Black Students, Cloze Procedure