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Direct linkZawoyski, Andrea; Ardoin, Scott P. – School Psychology Review, 2019
Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated…
Descriptors: Eye Movements, Elementary School Students, Children, Test Format
Therrien, William J.; Kirk, James F.; Woods-Groves, Suzanne – Remedial and Special Education, 2012
The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a…
Descriptors: Intervention, Reading Fluency, Reading Achievement, Rural Schools
Poncy, Brian C.; Skinner, Christopher H.; Axtell, Philip K. – Journal of Psychoeducational Assessment, 2005
Generalizability (G) theory was used with a sample of 37 third-grade students to assess the variability in words correct per minute (WCPM) scores caused by student skill and passage variability. Reliability-like coefficients and the SEM based on a specific number of assessments using different combinations of passages demonstrated how manipulating…
Descriptors: Generalizability Theory, Curriculum Based Assessment, Error of Measurement, Reliability
