Reaching an Understanding: Innovations in How We View Reading Assessment

Reaching an Understanding: Innovations in How We View Reading Assessment

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Product Details

ISBN-13: 9781475801019
Publisher: R&L Education
Publication date: 08/14/2012
Pages: 212
Product dimensions: 5.98(w) x 8.95(h) x 0.64(d)

About the Author

John Sabatini is a Senior Research Scientist in the Research & Development Division at Educational Testing Service in Princeton, NJ. His research interests and expertise are in reading literacy development and disabilities, assessment, cognitive psychology, and educational technology. He is the principal investigator of an Department of Education funded grant to develop pre-K -12 comprehension assessments.

Tenaha O'Reilly is currently a Research Scientist at Educational Testing Service in Princeton, New Jersey. His research interests include a variety of topics relating to reading comprehension, metacognition, background knowledge and summative assessment

Elizabeth R. Albro, Ph.D, is currently Acting Commissioner of the National Center for Education Research, Institute of Education Sciences, at the U.S. Department of Education. Dr. Albro received her doctorate in Psychology from the University of Chicago, and served on the Child Development and Education faculty at Whittier College, and on the Psychology faculty at Wheaton College, Norton MA. She has spent the past decade overseeing research programs in the areas of reading and writing and cognitive science at the National Center for Education Research.

Table of Contents

Section I: Assessment, Learning, and Instruction: Connecting Text, Task, and Reader/ Learner
1. Assessing Multiple Source Comprehension Through Evidence Centered Design Kimberly A. Lawless, Susan R. Goldman, Kimberly Gomez, Flori Manning, and Jason Braasch

2. The Case for Scenario-Based Assessments of Reading Competency Kathleen M. Sheehan and Tenaha O’Reilly

3. Assessing Comprehension Processes During Reading Keith Millis and Joseph Magliano

4. Searching for Supplementary Screening Measures to Identify Children at High Risk for Developing Later Reading Problems Donald L. Compton, Amy M. Elleman, and Hugh W. Catts

5. Assessment and Instruction Connections: The Impact of Teachers’ Access and Use of Assessment-to-Instruction Software Carol McDonald Connor, Frederick J. Morrison, Barry Fishman, and Christopher Schatschneider

6. Multiple Bases for Comprehension Difficulties: The Potential of Cognitive and Neurobiological Profiling for Validation of Subtypes and Development of Assessments Laurie E. Cutting and Hollis S. Scarborough

7. NLP Methods for Supporting Vocabulary Analysis Paul Deane

Section II: How to Build for the Future
1. An Explanative Modeling Approach to Measurement of Reading Comprehension Mark Wilson and Stephen Moore
2. Cognitive Psychometric Models as a Tool for Reading Assessment Engineering Joanna Gorin and Dubravka Svetina

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