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Direct linkLou Champagne; Dima Safi; Bruno Gauthier – International Journal of Language & Communication Disorders, 2024
Background: The Alouette-R (2005) by Lefavrais is one of the most widely used tools to assess reading skills in French. However, this instrument does not have normative data specific to the French-speaking population of Quebec, Canada. Aims: The validity of an assessment being strongly compromised when using inappropriate norms, the first…
Descriptors: Foreign Countries, Elementary School Students, French Canadians, French
Brasher, Casey F. – ProQuest LLC, 2017
Reading comprehension assessments often lack instructional utility because they do not accurately pinpoint why a student has difficulty. The varying formats, directions, and response requirements of comprehension assessments lead to differential measurement of underlying skills and contribute to noted amounts of unshared variance among tests. Maze…
Descriptors: Progress Monitoring, Grade 4, Reading Comprehension, Reading Instruction
Tarar, Jessica M.; Meisinger, Elizabeth B.; Dickens, Rachel H. – Canadian Journal of School Psychology, 2015
The TOWRE-2 was developed to provide an efficient measure of two essential wordlevel reading skills, sight word reading and phonetic decoding skills. The Sight Word Efficiency (SWE) subtest assesses the number of real words that an individual can read from a vertical list within 45 s. This subtest is designed to measure the size of an individual's…
Descriptors: Word Study Skills, Sight Method, Phonetics, Decoding (Reading)
Georgiou, George K.; Das, J. P. – Journal of Learning Disabilities, 2015
The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…
Descriptors: Reading Comprehension, College Students, Reading Difficulties, Short Term Memory
Kendeou, Panayiota; Papadopoulos, Timothy C.; Spanoudis, George – Learning and Instruction, 2012
In the present study we examined the processing demands of three reading comprehension tests, namely the Woodcock-Johnson Passage Comprehension (WJPC), a Curriculum-Based Measure test (CBM-Maze), and a Recall test, in the early elementary years. Our investigation was theoretically motivated by Perfetti's Verbal Efficiency Theory and examined the…
Descriptors: Reading Comprehension, Reading Difficulties, Early Reading, Short Term Memory
Download full textGove, Amber, Ed.; Wetterberg, Anna, Ed. – RTI International, 2011
This book highlights the experience of Liberia in both assessing and improving reading in primary schools. As a result of an Early Grade Reading Assessment, the Ministry of Education and partners, including the United States Agency for International Development, came together to identify and develop strategies for improving reading in schools.…
Descriptors: Foreign Countries, Developing Nations, Beginning Reading, Reading Tests
Diamond, Linda, Ed.; Thorsnes, B. J., Ed. – Consortium on Reading Excellence (NJ3), 2008
This book contains a collection of formal and informal reading assessments for use with students in Grades K-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these…
Descriptors: Reading Achievement, Systems Approach, Bilingual Education Programs, Program Effectiveness
Grobe, Shelley F. – 1974
This paper reviews the The Durrell Analysis of Reading Difficulty test. A brief overview of the test discusses the physical format and the procedures for administering it. Norms, reliability, and validity are discussed for the subtests: Oral Reading, Silent Reading, Word Recognition and Word Analysis, Visual Memory of Word Forms, Spelling, and…
Descriptors: Elementary Education, Reading, Reading Diagnosis, Reading Processes
Peer reviewedThompson, Richard A.; Dzuiban, Charles D. – Reading Teacher, 1973
Examines several criterion-referenced-testing programs for strengths and weaknesses in diagnosing the student's reading skills. (RB)
Descriptors: Criterion Referenced Tests, Elementary Education, Reading Diagnosis, Reading Skills
Peer reviewedKoenke, Karl – Journal of Reading, 1972
Descriptors: Reading Ability, Reading Diagnosis, Reading Programs, Reading Skills
PDF pending restorationStallman, Anne C.; Pearson, P. David – 1990
This report reviews and evaluates the tradition of assessing early literacy with formal tests. It begins with a historical account of the readiness movement, focusing on the development of formal measures of early literacy and tracing the development of the movement into the 1980s. Next, the paper analyzes in depth tests that are currently…
Descriptors: Cognitive Development, Emergent Literacy, Kindergarten, Primary Education
The Pre-Reading Skills Battery; and Rationale for and Description of the Pre-Reading Skills Battery.
Center for Urban Education, New York, NY. – 1971
The Pre-Reading Skills Battery is a group-administered diagnostic battery measuring skills considered to be prerequisite to beginning reading instruction. Three major areas of skills are included: language, visual perception, and auditory perception. Within each of these three areas several skills are tested through two or three sub-tests. In some…
Descriptors: Grade 1, Kindergarten, Reading Diagnosis, Reading Instruction
Arnesen, James Francis – 1972
The purpose of this study was to determine whether students who had been diagnosed as reading learners (by scoring above the mean on the advanced California Reading Test) or listening learners (by scoring above the mean on form Am of the Brown Carlsen Listening Comprehension Test) achieve at the same level using programed material presented in a…
Descriptors: Listening Skills, Programed Instruction, Reading, Reading Diagnosis
Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve – Society for Research on Educational Effectiveness, 2010
The main objective of the overall Targeted Reading Intervention (TRI) was to help the classroom teacher acquire the key reading diagnostic strategies (e.g., Cooter, 2003; Desimone, 2009; Garet et al., 2001; Timperley & Phillips, 2003) relevant to K-1 struggling readers (e.g., Desimone, 2009; Garet et al., 2001; Guskey, 2002; Joyce &…
Descriptors: Rural Schools, Teacher Effectiveness, Intervention, Consultants
Peer reviewedOlsen, Turee – Journal of Reading, 1975
Contains a review of the reading tests for use in diagnosis at the secondary level. (RB)
Descriptors: Evaluation Methods, Reading Ability, Reading Achievement, Reading Diagnosis
