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Download full textThompson, Lesley D.; Dobkins, Eve, Ed. – 1999
An assessment model is presented that breaks reading down into six discrete skill areas that are both teachable and assessable. The six traits of an effective reader are: (1) decoding conventions; (2) establishing comprehension; (3) realizing content; (4) developing interpretation; (5) integrating for synthesis; and (6) critiquing for evaluation.…
Descriptors: Curriculum, Educational Assessment, Elementary Secondary Education, Models
Cohen, Andrew D. – 1988
Four papers on reading in a second language are reviewed and discussed. They include a study of assessment and the difficulties inherent in the measurement of a construct as complex as reading comprehension. The other three deal with variables facilitating comprehension in reading. One supports an interactive model of reading rather than a…
Descriptors: Literature Reviews, Measurement Techniques, Models, Reading Comprehension
Peer reviewedPotter, Margaret L.; Wamre, Heidi M. – Exceptional Children, 1990
The paper outlines the rationale and development of curriculum-based measurement (CBM) and its empirical support; summarizes two reading models (Chall's stages of reading development and LaBerge and Samuels' model of automaticity); and discusses how CBM, with its use of oral reading rate measures, and the reading models may validate each other.…
Descriptors: Developmental Stages, Elementary Secondary Education, Evaluation Methods, Models
Peer reviewedHill, Clifford; Parry, Kate – TESOL Quarterly, 1993
In a discussion of the limitations of reading tests to assess literacy, Street's "autonomous model of literacy" is critiqued and an alternative approach, described as a pragmatic model, is proposed. The alternative approach reflects the social dimension of literacy activities and views reading and writing as inseparable. (32 references) (Author/LB)
Descriptors: Achievement Tests, Comparative Analysis, English (Second Language), Holistic Approach
