NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1304688
Record Type: Journal
Publication Date: 2021-Sep
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: N/A
Making Sense of Reading Comprehension Assessments: Guidance for Evaluating Student Performance
Collins, Alyson A.; Lindström, Esther R.
Intervention in School and Clinic, v57 n1 p23-31 Sep 2021
Educators use reading comprehension assessments to summarize academic achievement, make decisions in diagnostic evaluations, and identify intervention needs. A challenge, however, with using different assessments in practice is that student performance may change depending on which assessment is administered. This article guides educators in evaluating student performance across multiple assessments, specifically when making decisions for students with learning disabilities (LD) in reading. First, this article provides educators with guidance in establishing a student's foundational skills, specifically those that may contribute to low performance on reading comprehension assessments. Next, the article presents steps for examining the texts and assessment methods commonly used in measures of reading comprehension. The article concludes with recommendations for evaluating student performance when considering a student's foundational skills and characteristics of reading comprehension assessments.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A