Assessment of language skills for upper elementary and middle schoolers is important due to the strong link between language and reading comprehension. Yet, currently few practical, reliable, valid, and instructionally informative assessments of language exist. This study provides validation evidence for Monster, P.I., which is a gamified,…

Purpose: The current study takes a practical and theoretically grounded look at assessment of morphological knowledge and its potential to deepen understanding of how morphological knowledge supports reading comprehension for students with limited reading vocabulary. Specifically, we explore how different morphological skills support reading…

The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled…

The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level.…

This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state…