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Kuhfeld, Megan; Lewis, Karyn; Peltier, Tiffany – Reading and Writing: An Interdisciplinary Journal, 2023
The COVID-19 pandemic has been an unprecedented disruption in students' academic development. Using reading test scores from 5 million U.S. students in grades 3-8, we tracked changes in achievement across the first two years of the pandemic. Average fall 2021 reading test scores in grades 3-8 were 0.09 to 0.17 standard deviations lower relative to…
Descriptors: Reading Achievement, COVID-19, Pandemics, Elementary School Students
Daniel, Johny; Barth, Amy – Annals of Dyslexia, 2023
This study investigates the reading profiles of rural Grade 5 and 6 students (N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students' reading profiles and evaluate if performance on cognitive measures predicted membership in particular profiles.…
Descriptors: Profiles, Rural Schools, Grade 5, Grade 6
Arai, Yuya – Language Assessment Quarterly, 2023
Proponents of extensive reading argue that test-oriented language teaching and learning could discourage extensive reading practice. However, this has not been examined empirically. Given the possibility that the consistency of reading texts used in extensive reading and entrance examinations is one source of washback, the present study employed a…
Descriptors: Foreign Countries, Difficulty Level, Reading Instruction, High School Students
Feller, Daniel P.; Talwar, Amani; Greenberg, Daphne; Kopatich, Ryan D.; Magliano, Joseph P. – Journal of Research in Reading, 2023
Background: A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to…
Descriptors: Reading Processes, Word Recognition, Reading Tests, Reading Comprehension
Georgiou, George; Inoue, Tomohiro; Parrila, Rauno – Scientific Studies of Reading, 2023
Purpose: The purpose of this study was to examine if word reading and vocabulary are reciprocally related. Method: We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; M[subscript age] = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three…
Descriptors: Foreign Countries, Grade 1, Grade 2, Grade 3
OECD Publishing, 2023
Advances in artificial intelligence (AI) are ushering in a large and rapid technological transformation. Understanding how AI capabilities relate to human skills and how they develop over time is crucial for understanding this process. In 2016, the OECD assessed AI capabilities with the OECD's Survey of Adult Skills (PIAAC). The present report…
Descriptors: Artificial Intelligence, Adults, Reading Tests, Mathematics Tests
Carla Paredes; Adrienne Barnes-Story; Stephanie Zuilkowski; Bodunrin Akinrinmade – Global Education Review, 2023
In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading…
Descriptors: Informal Education, Foreign Countries, Reading Achievement, Reading Ability
Feng Wang; Xingxing Jia; Zhong Lin – SAGE Open, 2023
The construct of reading is presented in language assessment. Previous studies have focused on reading issues encountered by English learners, most of which are manifested by certain linguistic features: lexical bundles (LBs). Addressing this, the study aims to analyze LBs in reading comprehension passages in the Chinese National Matriculation…
Descriptors: Foreign Countries, College Entrance Examinations, Reading Comprehension, Reading Tests
Clauss, Sarah Joan – ProQuest LLC, 2023
This study analyzes the relationship between phonemic proficiency and orthographic learning in first and second-grade students. It is established in the empirical literature that phonemic skills play a crucial role in word-level reading. What is not thoroughly understood is why some children learn and remember words more efficiently than others.…
Descriptors: Correlation, Grade 1, Grade 2, Elementary School Students
Quinn McAvoy – ProQuest LLC, 2023
Assessment and evaluation are at the heart of all functioning systems, as progress can be determined with the information collected by these assessments. The problem addressed in this study is the lack of actionable data to evaluate whether assessments aligned with Montessori benchmarks support the achievement of student outcomes. To address the…
Descriptors: Mathematics Tests, Scores, Montessori Method, Benchmarking
Lundgren, Erik; Eklöf, Hanna – International Journal of Testing, 2023
This study aims to assess student motivation to provide valid responses to the PISA student questionnaire. This was done by modeling response times using a three-component finite mixture model, comprising two satisficing response styles (rapid and idle) and one optimizing response style. Each participant's motivation was operationalized as their…
Descriptors: Student Motivation, Reaction Time, Questionnaires, International Assessment
Morris, Darrell; Gill, Tom – Reading & Writing Quarterly, 2023
This article asserts that a carefully administered informal reading inventory (IRI) provides important information on low-achieving readers that is "not" provided by an end-of-grade standardized reading test. Using case studies of students' IRI performance, we address the concept of instructional level and the necessity of teaching low…
Descriptors: Informal Reading Inventories, Reading Comprehension, Reading Tests, Low Achievement
Jana Welling; Timo Gnambs; Claus H. Carstensen – Educational and Psychological Measurement, 2024
Disengaged responding poses a severe threat to the validity of educational large-scale assessments, because item responses from unmotivated test-takers do not reflect their actual ability. Existing identification approaches rely primarily on item response times, which bears the risk of misclassifying fast engaged or slow disengaged responses.…
Descriptors: Foreign Countries, College Students, Guessing (Tests), Multiple Choice Tests
Diane Pecorari; Hans Malmström; Philip Shaw – Reading in a Foreign Language, 2024
The undeniable importance of reading in higher education prompted this investigation into the reading skills of a group often overlooked in previous research: master's level students studying in English-medium instruction (EMI) environments. Participants (148 master's-level students of engineering) completed the Nelson-Denny Reading Test (Form G),…
Descriptors: Reading Rate, Reading Comprehension, English (Second Language), Second Language Learning
Henry May; Aly Blakeney; Pragya Shrestha; Mia Mazal; Nicole Kennedy – Journal of Research on Educational Effectiveness, 2024
To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-2017 school year. Long-term…
Descriptors: Reading Programs, Outcomes of Education, Elementary School Students, Reading Tests