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Zhou, Jing – Journal of Psycholinguistic Research, 2022
This study explored the role of morphological awareness and vocabulary knowledge in reading comprehension ability of Chinese as a second language (CSL) learners. Two-hundred and nine CSL students participated in this study and completed a series of measures including two tests of morphological awareness (morpheme discrimination test and compound…
Descriptors: Morphology (Languages), Metalinguistics, Morphemes, Chinese
Marini, Jessica P.; Westrick, Paul A.; Young, Linda; Shaw, Emily J. – College Board, 2022
This study examines relationships between digital SAT scores and other relevant educational measures, such as high school grade point average (HSGPA), PSAT/NMSQT Total score, and Average AP Exam score, and compares those relationships to current paper and pencil SAT score relationships with the same measures. This information can provide…
Descriptors: Scores, College Entrance Examinations, Comparative Analysis, Test Format
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Hebbecker, Karin; Förster, Natalie; Forthmann, Boris; Souvignier, Elmar – Journal of Educational Psychology, 2022
The idea of data-based decision-making (DBDM) at the classroom level is that teachers use assessment data to adapt their instruction to students' individual needs and thus improve students' learning progress. In this study, we first investigate this theoretically assumed DBDM process, and second, we evaluate the effectiveness of teacher support on…
Descriptors: Data Use, Evidence Based Practice, Decision Making, Formative Evaluation
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Samaranayake, Sarath W.; Kositchaivat, Suneeta; Jantarach, Vachira – Arab World English Journal, 2022
The purpose of the current study was to investigate the effects of reading habits among college level foundation Omani students and their impact on the participants' performance in tests. The study used a qualitative and quantitative research method in which 70 participants from the foundation level were included. A survey questionnaire was used…
Descriptors: Reading Habits, Foreign Countries, Undergraduate Students, Student Attitudes
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Vaughn, Sharon; Grills, Amie E.; Capin, Philip; Roberts, Greg; Fall, Anna-Mária; Daniel, Johny – Journal of Learning Disabilities, 2022
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three…
Descriptors: Anxiety, Stress Management, Reading Instruction, Intervention
David J. Francis; Paulina A. Kulesz; Shiva Khalaf; Martin Walczak; Sharon R. Vaughn – Grantee Submission, 2022
Intervention research in education is sometimes criticized for the use of experimenter developed assessments, especially when these are over aligned with treatment. At the same time, intervention researchers sometimes prefer locally developed assessments because they appear to be more sensitive to treatment effects even when the test is not…
Descriptors: Intervention, Standardized Tests, Test Items, Grade 8
Gwendolyn B. Gaines – ProQuest LLC, 2022
The Virginia public-school assessment and accountability system impacted the statewide reading proficiency scores for students with disabilities. The purpose of this causal-comparative quantitative study was applied to answer the research question, and hypothesis statement and determine the difference in the reading improvement measured by the…
Descriptors: Achievement Tests, Reading Tests, Scores, Students with Disabilities
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Butvilofsky, Sandra A.; Escamilla, Kathy; Gumina, Deena; Silva Diaz, Elizabeth – Reading Research Quarterly, 2021
Emerging bilingual learners' biliteracy abilities are often underestimated when monolingual reading assessments, such as the DIBELS, are used to identify students as having difficulties in learning or to guide literacy instruction. The authors propose a holistic form of biliterate assessment that uses writing as a means to understand what emerging…
Descriptors: Reading Tests, Monolingualism, Bilingual Students, Holistic Approach
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Du, Wenbo; Ma, Xiaomei – Reading and Writing: An Interdisciplinary Journal, 2021
Cognitive diagnostic assessment seeks to promote targeted instruction designed to address learners' strengths and weaknesses within a specific domain. Most of the previous CDA applications, however, have merely implemented a single CDM. Few studies have investigated the applicability of multi-CDM to educational assessment data. To this end, the…
Descriptors: Cognitive Tests, Diagnostic Tests, Student Evaluation, Second Language Learning
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Ganiyeva, Lala – Hungarian Educational Research Journal, 2021
Aims of the study: Compared to other developing countries, the reading achievement of Azerbaijani students remains low. Using the Progress in International Reading Literacy Study (PIRLS) 2016 data, this study examines potential predictors of Grade 4 student reading achievement in Azerbaijan. Background of the research: The study is guided by an…
Descriptors: Student Characteristics, Family Influence, Grade 4, Reading Achievement
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Nilvius, Camilla; Carlsson, Rickard; Fälth, Linda; Nordström, Thomas – Cogent Education, 2021
This pre-registered systematic review and meta-analysis aimed to answer if K-2 students at risk (Population) for reading impairment benefited from a response to tier 2 reading intervention (Intervention) compared to teaching as usual, (Comparator), on word decoding outcomes (Outcome), based on randomized controlled trials (Study type). Eligibility…
Descriptors: Response to Intervention, Reading Difficulties, Reading Instruction, Primary Education
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Noor, Shagofah – Cogent Education, 2021
This study was conducted to evaluate a potential new way of assessing reading comprehension at the college level in Afghanistan. In this study, synthesis writing is evaluated to determine if reading-writing integration can help in assessing the reading comprehension of Afghan sophomore students. Furthermore, a gap-filling activity was used to…
Descriptors: Reading Tests, Reading Comprehension, Foreign Countries, English (Second Language)
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Rao, Chaitra; T. A., Sumathi; Midha, Rashi; Oberoi, Geet; Kar, Bhoomika; Khan, Masarrat; Vaidya, Kshipra; Midya, Vishal; Raman, Nitya; Gajre, Mona; Singh, Nandini Chatterjee – Annals of Dyslexia, 2021
A majority of Indian schoolchildren are biliterate in that they acquire literacy in at least two language systems, necessitating dyslexia assessment in both. The DALI-DAB assesses risk for dyslexia by evaluating reading ability and literacy-learning potential through a battery including literacy tests (letter and word reading, spelling, nonword…
Descriptors: Foreign Countries, Dyslexia, Reading Tests, Diagnostic Tests
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Mehrazmay, Roghayeh; Ghonsooly, Behzad; de la Torre, Jimmy – Applied Measurement in Education, 2021
The present study aims to examine gender differential item functioning (DIF) in the reading comprehension section of a high stakes test using cognitive diagnosis models. Based on the multiple-group generalized deterministic, noisy "and" gate (MG G-DINA) model, the Wald test and likelihood ratio test are used to detect DIF. The flagged…
Descriptors: Test Bias, College Entrance Examinations, Gender Differences, Reading Tests
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Gordana Keresteš; Erland Hjelmquist; Marika Veisson; Linda S. Siegel – Reading Psychology, 2024
We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the dimension deep-shallow (or complexity-simplicity, or opacity-transparency), i.e., how close orthography and phonology are related. These languages also…
Descriptors: Reading Fluency, English, Swedish, Serbocroatian
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