Applications of traditional unidimensional item response theory models to passage-based reading comprehension assessment data have been criticized based on potential violations of local independence. However, simple rules for determining dependency, such as including all items associated with a particular passage, may overestimate the dependency…

The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common…

Dynamic assessment (DA) derives from the sociocultural theory of mind as elaborated by Russian psychologist L. S. Vygotsky. By offering mediation when individuals experience difficulties and carefully tracing their responsiveness, Vygotsky (1998) proposed that diagnoses may uncover abilities that have fully formed as well as those still in the…

The present paper gives a general introduction to the linear logistic test model (Fischer, 1973), an extension of the Rasch model with linear constraints on item parameters, along with eRm (an R package to estimate different types of Rasch models; Mair, Hatzinger, & Mair, 2014) functions to estimate the model and interpret its parameters. The…

Assessing reading fluency is critical because it functions as an indicator of comprehension and overall reading achievement. Although theory and research demonstrate the importance of ORF proficiency, traditional ORF assessment practices are lacking as sensitive measures of progress for educators to make instructional decisions. The purpose of…

The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading…

The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign…

This study aimed at investigating the effect of strategy-based instruction on undergraduate students' reading performance and reading autonomy in an English for Academic Purposes (EAP) context. Test of English as a Foreign Language (TOEFL) reading comprehension tests and learner autonomy questionnaire in EAP reading were utilized to collect data.…

This feasibility study investigated if feedback about individual eye movements, reflecting varying word processing stages, can improve reading performance. Twenty-five university students read 90 newspaper articles during 9 eye-tracking sessions. Training group participants (n = 12) were individually briefed before each session, which eye movement…

Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study…

The goal of this study was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (a) beginning readers' sensitivity to inconsistencies, (b) predictors of online comprehension monitoring, and (c) the relation of online comprehension monitoring to…

Reciprocal teaching (RT) has been used to improve English as Foreign Language (EFL) students' reading comprehension in face-to-face instruction. However, little was known about how they use the RT to comprehend English texts in an online environment. This study explored how the implementation of RT strategies with the use of an annotation tool to…

The primary focus of this study was to determine the feasibility of teacher implementation of peer-assisted writing strategies (PAWS) in improving the writing outcomes of kindergarten children. Six classrooms were recruited, and 3 were randomly assigned to the experimental condition. Results indicated that the content, length, and formatting of…

This study investigated the effects of a Direct Instruction (DI) reading comprehension program on the reading comprehension skills of students with autism spectrum disorder or developmental delay. Although the effectiveness of DI programs has been well documented in disability and instructional literature, effectiveness of DI for individuals with…

Assessing students' emerging literacy skills is crucial for identifying areas where a child may be falling behind and can lead directly to an increased chance of reading success. The Waterford Assessment of Core Skills (WACS), a computerized adaptive test of early literacy for students in prekindergarten through 2nd grade, addresses this need.…