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Hyunah Kim; Eunice Eunhee Jang – Language Assessment Quarterly, 2025
This study investigated potential item bias in a large-scale grade 3 reading achievement test, specifically against culturally diverse students with limited familiarity with mainstream Canadian culture. Students were classified based on their first language and length of residence in Canada, which was used as a proxy for cultural familiarity. A…
Descriptors: Foreign Countries, Test Bias, Reading Tests, Reading Achievement
Mark Feng Teng; Yachong Cui – Reading in a Foreign Language, 2025
A growing number of studies have focused on uncovering linguistic and cognitive skills predictive of reading comprehension. Vocabulary knowledge (VK) and morphological awareness (MA) are two important linguistic variables for reading comprehension. In contrast, working memory (WM) is an essential cognitive variable for reading comprehension. The…
Descriptors: Reading Comprehension, Vocabulary, Morphology (Languages), Short Term Memory
Al Lawati, Zahra Ali – Language Testing in Asia, 2023
This study discusses the characteristics of test specifications (specs) and item writer guidelines (IWGs), their role in item development of English as a Second Language (ESL) reading tests, and the use of the CEFR for specs development. This mixed-method study analyzed specs, IWGs, tests, and the Pearson Test of English General test statistics.…
Descriptors: Language Tests, Test Items, Test Construction, English (Second Language)
Hildenbrand, Lena; Wiley, Jennifer – Discourse Processes: A Multidisciplinary Journal, 2023
The present study examined the relationship between working memory capacity (WMC) and comprehension on a multiple text assessment from the ACT test for college preparedness in which texts are available during question answering. Specifically, it was of interest whether differences in relations would be seen across different question types. Only…
Descriptors: Short Term Memory, Reading Comprehension, Predictor Variables, College Entrance Examinations
Breadmore, Helen L.; Côté, Emily; Deacon, S. Hélène – Scientific Studies of Reading, 2023
Purpose: Despite abundant evidence that morphemes are important in reading and spelling, little is known about the nature of processing in spelling. This study identifies multiple morphological processes over the time course of spelling, revealing that these processes are influenced by development. Method: Twenty adults and 46 children (8;0-12;1…
Descriptors: Morphology (Languages), Spelling, Handwriting, Cognitive Processes
Cizmar, Anne M.; Holt, Benjamin Tyler – Journal of Political Science Education, 2023
Reading is critical to success in college. Faculty members often decry students who come to class without reading, and unprepared for the lessons of the day. Yet, relatively little empirical research assesses how to best stimulate collegiate reading and what types of reading assessments provide the best student learning outcomes. This paper…
Descriptors: Reading Tests, Randomized Controlled Trials, Critical Reading, Assignments
Kappell, Maria L. – ProQuest LLC, 2023
This quantitative action research explored the impact of instructional coaching on students' performance on middle school reading assessments. Students' performance was measured in this study by examining students' percentiles scores on pre and post-tests on standardized reading assessments. The study included a treatment group that consisted of…
Descriptors: Coaching (Performance), Reading Instruction, Reading Achievement, Middle School Students
Francis Robert Carvalho Considine – ProQuest LLC, 2023
The topic for this quantitative correlational study was the low proficiency in reading comprehension of graduates in the Jacksonville metropolitan area of North Florida. The research problem explored a statistically significant correlation between the Emotional Quotient score of the Emotional Intelligence inventory and individualized outcome…
Descriptors: Emotional Intelligence, Scores, Reading Tests, College Entrance Examinations
Susan Barnes Porter – ProQuest LLC, 2022
The data from universal screeners must be valid and reliable in order to use it to make appropriate decisions about how best to allocate resources to support students who are at risk of not passing the state achievement test. The instruments used as part of universal screening must also have diagnostic accuracy. This study examined the diagnostic…
Descriptors: Screening Tests, Accuracy, Computer Assisted Testing, Achievement Tests
Margaret Osgood Opatz; Sarah Kocherhans – Journal of Adolescent & Adult Literacy, 2024
This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021-2022 or 2022-2023 school year. Students' pretest and posttest data were compared to determine the impact…
Descriptors: Intervention, Reading Achievement, Secondary School Students, Reading Instruction
Joanne Koh – Foreign Language Annals, 2024
Reading-while-listening (RWL) has been suggested to facilitate reading comprehension by establishing letter-to-sound correspondences in the word recognition process. However, previous findings are inconsistent regarding the effect of RWL on foreign language (L2) reading comprehension. To understand why such inconsistency occurs, the moderating…
Descriptors: Second Language Learning, Reading Comprehension, Listening Skills, Orthographic Symbols
Jessica A. R. Logan; Shayne B. Piasta; Kelly M. Purtell; Robert Nichols; Rachel E. Schachter – Child Development, 2024
In this preregistered study, we used latent change score models to address two research aims: (1) whether preschool-aged children's language gains, over a year of early childhood education, were associated with later performance on state-mandated, literacy-focused kindergarten readiness and Grade 3 reading achievement assessments; and (2) whether…
Descriptors: Preschool Children, Grade 3, Reading Readiness, School Readiness
Bridget C. Fleming – ProQuest LLC, 2024
This quantitative study aimed to determine the growth of students who did and did not attend a state-funded pre-kindergarten program based on Measure of Academic Progress (MAP) reading achievement. The study occurred in a rural school district in the southeastern United States. The sample population consisted of one treatment group (n = 97) and…
Descriptors: Academic Achievement, Achievement Tests, Reading Tests, Reading Achievement
Richard P. Zipoli; Sujini Ramachandar – Assessment for Effective Intervention, 2024
Assessments of oral reading are widely used for screening, progress monitoring, and comprehensive evaluations. Despite the utility and technical adequacy of these tools, there are subgroups of students for whom measures of oral reading may be inappropriate. The first section of this article focuses on how tests of oral reading may underestimate…
Descriptors: Oral Reading, Children, Learning Disabilities, Developmental Disabilities
Scott P. Ardoin; Katherine S. Binder; Paulina A. Kulesz; Eloise Nimocks; Joshua A. Mellott – Grantee Submission, 2024
Understanding test-taking strategies (TTSs) and the variables that influence TTSs is crucial to understanding what reading comprehension tests measure. We examined how passage and student characteristics were associated with TTSs and their impact on response accuracy. Third (n = 78), fifth (n = 86), and eighth (n = 86) graders read and answered…
Descriptors: Test Wiseness, Eye Movements, Reading Comprehension, Reading Tests