Reading Assessment Research Articles

Predicting performance on a statewide reading achievement test in Spanish with aimswebPlus Spanish

AbstractThe Every Student Succeeds Act requires that states make efforts to offer statewide achievement tests in languages, other than English, that are present to a significant extent in the state. Currently, four states offer Spanish reading or language arts assessments as part of their statewide testing program. In these states, practitioners may be interested in screening students who will complete the Spanish assessments to identify those who are at risk for poor performance. Spanish versions of curriculum‐based measures of reading appear well suited for this purpose. We conducted a retrospective analysis of data collected in a high‐performing district in Texas to investigate the predictive validity and diagnostic accuracy associated with the aimswebPlus Spanish scores when predicting statewide Spanish reading assessment performance for students in Grades 3 through 5. Across grades and seasons, the aimswebPlus Spanish scores explained a small amount of variance in statewide Spanish reading assessment (r 2 = 0.17–0.30). When risk on the aimswebPlus was determined using the national 35th percentile, screening decisions were associated with poor sensitivity (range = 0.50–0.72). Decisions were associated with higher specificity (range = 0.67–0.84) with adequate specificity obtained in four of six comparisons. Limitations, practical implications, and future research directions are discussed.

Flap Reconstruction of Perineal Defects after Pelvic Exenteration: A Systematic Description of Four Choices of Surgical Reconstruction Methods.

The treatment of locally advanced or recurrent anorectal cancer requires radical surgery such as extralevator abdominoperineal resection and pelvic exenteration. Larger defects require flap reconstruction. The authors evaluated outcomes of different perineal reconstruction techniques. A systematic search was performed in the PubMed, Embase, and Cochrane databases. Studies reporting outcomes on perineal flap reconstruction in patients with anal or colorectal cancer were included. Data on patient characteristics, surgical details, perineal and donor-site complications, revision surgery, mortality, and quality of life were extracted. Articles were assessed using the Group Reading Assessment and Diagnostic Evaluation approach. The authors included 58 mainly observational studies comprising 1988 patients. Seventy-three percent of patients had rectal cancer. The majority of 910 abdominoperineal resection patients underwent reconstruction with rectus abdominis flaps (91 percent). Dehiscence (15 to 32 percent) and wound infection (8 to 16 percent) were the most common complications. Partial flap necrosis occurred in 2 to 4 percent and flap loss occurred in 0 to 2 percent. Perineal herniation was seen in 6 percent after gluteal flap reconstruction and in 0 to 1 percent after other types of reconstruction. Donor-site complications were substantial but were reported inconsistently. Clinical outcome data on perineal reconstruction after exenterative surgery are mostly of very low quality. Perineal reconstruction after pelvic exenteration is complex and requires a patient-tailored approach. Primary defect size, reconstruction aims, donor-site availability, and long-term morbidity should be taken into account. This review describes the clinical outcomes of four flap reconstruction techniques. Shared clinical decision-making on perineal reconstruction should be based on these present comprehensive data.

Designing the Holistic Evaluation in Teaching Reading/Tasmim al-Taqwim al-Syumuli Fi Ta’lim al-Muthala’ah

The purpose of this article is to design the holistic evaluation in teaching reading. Assessment plays an important role in education process. Good evaluation is essential for good education and good learning. The evaluation of reading material is able to depict the faults and advantages of a reading instruction program. Also, students are able to know the level of their ability and absorption of reading materials from the assessment. The research method used is the library method. Assessment is an important part of teaching reading. So far, there are still found some designs of reading assessment which are not integrated and comprehensive, identical to the theory of reading comprehension including literal reading, interpretive reading, critical reading, and creative reading. As a result of this research, the design of the reading assessment is based upon the teaching and learning process (the daily calendar) or the so-called formative evaluation and an evaluation that is based at the end of the lecture in the form of midterm exams and final exams, or what is called a final evaluation. The evaluation design has two types comprising the practice evaluation and the written evaluation.

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery

We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.

Seeking Middle Ground: Analyzing Running Records From the Top and Bottom

AbstractResponding to recent challenges to Clay’s Running Records (2019) and their analysis using a three‐cueing system, the authorI examines this reading assessment from an additive perspective of both bottom‐up and top‐down orientations of reading instruction. Endorsing their inclusion among classroom reading assessments, the author I navigates the tension between the two orientations by examining signposts of both that can be found in Running Records. In the discussion, I include a corresponding framework to assist teachers’ interpretation and instructional planning for strategic actions, including searching for, using, and cross‐checking various sources of information; solving words; monitoring; self‐correcting; and maintaining fluency. When applied formatively, Running Records may be an assistive component in classroom reading assessment, yielding instruction targeting automaticity decoding and deeper comprehension.

Exploring Egyptian EFL Upper Primary Teachers’ Perceptions of the Reading Teaching and Assessment Methods in Governmental Schools.

Exploring Egyptian EFL Upper Primary Teachers’ Perceptions of the Reading Teaching and Assessment Methods in Governmental Schools.

The Implementation of Authentic Assessment in Course Syllabus Incorporating the Pragmatic Acquisition

The fact that students have lack of reading comprehension as the result of ineffective implementation in course syllabus. The study aims at implementing authentic assessment in extensive reading. The objective of activities in authentic assessment is to enhance the students’ pragmatic acquisition in understanding political news text. Qualitative method design is used by conducting classroom action research. The finding indicates that the pedagogy implementation provides various tasks in improving the students’ pragmatic acquisition. The result reveals that reading strategy can be reinforced through listening, writing, and speaking to have an understanding in a context. Forty-five students in extensive reading class answer open-ended questionnaire and the result shows that pragmatic acquisition is an effective strategy to comprehend the reading text. The integration of authentic assessment and the acquisition of semantic meaning are suggested to be investigated in future research.

A survey on the pedagogical features of language massive open online courses

PurposeThis paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed.Design/methodology/approachThis study surveyed a total of 123 language MOOCs from the major MOOC platforms. The pedagogical features shown in these courses were identified and categorised according to the types of course materials and learning activities as well as the participation of learners and instructors.FindingsEnglish was the most common language taught in the courses. Over 80% of the courses took not more than six hours to complete. Most of these courses followed the typical approach of xMOOC delivery, with video watching, reading and auto-graded assessment being the most common learning activities. Less than half of the courses included discussion as part of learning, and instructors were involved in less than 30% of the discussion.Originality/valueThe findings show that, despite the technological advances in course delivery, current language MOOCs do not differ substantially from conventional distance language learning. Yet, the utilisation of computer-assisted language learning technology and the massive student base of MOOCs for creating a virtual social community are opportunities for developing learners' language proficiency on this learning environment.

Guided reading strategy and its implementation on grade 2 students in Sekolah Pilar Indonesia

The research is aimed to investigate teachers’ implementation of guided reading strategy on grade 2 students in Sekolah Pilar Indonesia. The objectives of the research are (1) to understand how teachers view guided reading as a teaching strategy to develop students’ reading comprehension; (2) to describe guided reading strategy implementation which is intended to support grade 2 students’ reading comprehension; and (3) to evaluate the learning outcome of guided reading strategy on grade 2 students’ reading comprehension. To gain the objectives, the research applied the qualitative case study method. The research subjects comprised four grade-2 teachers and twenty-seven grade-2 students in Sekolah Pilar Indonesia. The data were collected through teacher surveys, in-depth interviews, class observations, and document collection of students’ reading assessment records. This research reveals five findings. First, all grade-2 teachers view guided reading as a strategy that can answer inquiries about how to deal with students’ different levels of reading and as a context in which students are able to achieve comprehensive reading behaviours. Second, teachers are prepared to implement a guided reading strategy because the essential elements are administered well. Third, the seven essential elements of the guided reading strategy are effective to teach students reading. Fourth, the characteristics often indicators of teacher-self assessment in implementing guided reading strategy are necessarily managed to create an effective guided reading class. Fifth, the learning outcome related to students’ reading comprehension shows a significant result.

An evidence-based synthesis of instructional reading and spelling procedures using telepractice: A rapid review in the context of COVID-19.

BackgroundDue to COVID‐19, many educators and allied health practitioners are facing the challenge of rapidly transitioning to telepractice delivery of instructional reading and spelling procedures without being fully informed of the evidence.AimsA rapid review was conducted to provide educators, allied health practitioners and policymakers with a synthesis of valid, relevant and actionable evidence relating to telepractice delivery of instructional reading and spelling procedures. The aim was to investigate the nature and outcomes of studies examining instructional reading and spelling procedures delivered via telepractice to school‐aged students.Methods & ProceduresA rapid review was undertaken in accordance with the eight‐step process published by the Cochrane Rapid Reviews Methods Group. Medline (all databases), Embase, Cochrane and ProQuest Central were systematically searched with predefined search terms organized across four key concepts relating to the research questions.Outcomes & ResultsNine studies were included in this rapid review. Reading and spelling instruction and intervention using telepractice can be feasible and engaging. Telepractice assessment for reading and spelling can be equally effective as onsite assessment.Conclusions & ImplicationsThe evidence base for telepractice delivery of reading and spelling procedures is in its infancy in terms of both the quantity and the quality of the evidence. Insufficient evidence exists to draw clear conclusions about its efficacy, and therefore practitioners should proceed cautiously. What this paper addsWhat is already known on the subject For onsite delivery, evidence‐based reading and spelling assessment, instruction and interventions delivered by educators and allied health practitioners have been shown to accelerate students’ skills; less is known about the efficacy of instructional reading and spelling procedures in a telepractice model, which have rapidly become the new norm in many countries due to the COVID‐19 pandemic. The benefits of telepractice include improved access to services, increased service availability, convenience, time efficiency, caseload management efficiency and removal of logistical barriers relating to cost and geographical location. During the COVID‐19 pandemic, telepractice has facilitated continued access to services. What this study adds to existing knowledge Reading and spelling instruction and intervention delivered via telepractice can be feasible and engaging. Telepractice is a viable mode to deliver reading and spelling assessments with strong agreement between telepractice and onsite scores. Given their low methodological quality, the studies in this review provide valuable information around the how of telepractice reading and spelling procedures and highlight the factors that may contribute to positive outcomes with this service delivery model. What are the potential or actual clinical implications of this work? Educators and allied health practitioners need a thorough understanding of the student's telepractice environment and require adequate training and support to engage in telepractice service delivery. Educators and allied health practitioners should consider students for telepractice on a case‐by‐case basis. Practitioners should proceed cautiously with telepractice reading and spelling assessment, intervention and instruction, with the knowledge that the current available evidence is of limited quality.

Screening Tests of Reading: Time for a Rethink

A Norwegian version of this article has formerly been published in this journal:Walgermo, B. R., Uppstad, P. H., Lundetræ, K., Tønnessen, F. E., & Solheim, O. J. (2018). Kartleggingsprøver i lesing-tid for nytenking?. Acta Didactica Norge, 12(4), art. 7. https://doi.org/10.5617/adno.6499. Abstract At present, the national Norwegian quality-assessment system for basic education (NKVS) includes a range of reading tests with different purposes and designs, to be administered at various points during a 13-year period of schooling. In this article, we trace the historical background to the introduction of screening tests of reading in early education and identify a number of circumstances that call for a rethink of the overall test concept. Using data from a longitudinal study, we show that scores on a brief task administered towards the end of grade 1 predict reading-comprehension difficulties in grade 3. Taking that finding as our starting point, we discuss an idea for a possible new test concept that might have the potential to (a) improve the match between reading theory and reading-skill measurements, (b) enable longitudinal prediction, and (c) take less time to administer and be more useful in an educational context. The central elements of this new test concept are a short initial test meeting the primary objective of identifying students at risk of developing reading difficulties, and a follow-up explorative part to be carried out one-on-one, which will provide the teacher with information about the nature of each student’s difficulties. Keywords: reading assessments, screening for reading difficulties, longitudinal predic­tion, early efforts, dyslexia, reading and writing difficulties, special-needs education

Sixth grade academic achievement among children conceived with IVF: a population-based study in Texas, USA

To compare academic achievement in reading and mathematics at the end of sixth grade and progress from third to sixth grade by children conceived with in vitro fertilization (IVF) to those conceived naturally. This was a retrospective population-based cohort study of IVF-conceived singleton and twin children who took the 3rd grade and 6th grade public school standardized reading and mathematics testing in Texas. There were 6623 children with reading scores in both the third and sixth grades and 6374 children with mathematics scores in both the third and sixth grades. Mean (± SE) scaled test scores for IVF and control singleton children for reading were 1544.6 ± 3.4 and 1527.7 ± 1.9, respectively, in third grade and 1701.2 ± 3.6 and 1681.0 ± 2.0, respectively, in sixth grade; for mathematics, the scores were 1564.4 ± 3.7 and 1548.9 ± 2.1, respectively, in third grade and 1774.0 ± 4.2 and 1752.0 ± 2.3, respectively, in sixth grade. In multivariate models, singleton IVF children scored significantly higher than control children in reading and mathematics, averaging 17.7 ± 4.0 points and 20.1 ± 4.1 points higher, respectively, in reading in third and sixth grades and 17.8 ± 4.4 points and 25.0 ± 4.8 points higher, respectively, in mathematics in third and sixth grades. Children conceived with IVF and aged 8-9 years and aged 10-12 years performed as well on third and sixth grade reading and mathematics assessments as their counterparts conceived naturally.

Reading program research proposal

IntroductionThere is a significant problem of unidentified and unaddressed reading disabilities leading to psychiatric problems in children and adolescents because of not having proper tools of assessments in schools. This research proposal can be a revolutionary paradigm in identifying, classifying, modeling, and benefitting children and adolescents with a specific learning disorder (SLD).ObjectivesThe objective of the current research proposal is to provide a framework of our reading program and collect data over time as cohorts to reflect the positive outcomes of the reading program.Sub-Objectives 1. To provide an intervention that is accessible and feasible for children and their parents that will improve their academic and socio-emotional aspects.2. Educate parents regarding SLD.3. To provide reading training to address SLD in reading and improve reading.4. To provide Cognitive Behavioral Therapy (CBT) to target the anxiety and depression that results because of having a SLDin reading.MethodsAfter a reading assessment, students with specific reading disabilities will be registered in the program for 10 weeks. Every student will have reading training and CBT on different days of the week via video conference. Data will be collected retrospectively from the initial cohort and subsequent cohorts will be added to the data collection process for a final analysis when 60 students have completed the program.ResultsInitial two weeks of reading training and CBT shows positive and promising results so far.ConclusionsChildren need to be screened at a young age for a reading disability before they struggle academically, and develop psychiatric issues later in life.Conflict of interestThe aim of this research proposal is to help us understand, evaluate and benefit children with Specific Learning Disorder (SLD) with our newly setup reading program at RUSH University Medical Center, Department of Child and Adolescent Psychiatry.

Self-regulation as promotive for academic achievement in young children across risk contexts

The link between self-regulation and academic achievement in young children is well-documented. However, few studies have examined the extent to which different aspects of self-regulation are more important for early numeracy and literacy for those in contexts of high cumulative risk, such as children experiencing homelessness. In the current study, 116 children ages 4;0–7;1 years (58 residing in an emergency homeless shelter and 58 from a community participant pool) completed assessments of math and reading, as well as multiple measures of self-regulation: executive function (EF), emotion regulation (ER), and respiratory sinus arrhythmia (RSA). Parents completed a questionnaire about their children’s behavioral regulation. We examined whether sample (i.e., shelter or community) moderated the association between each aspect of self-regulation and academic outcomes. Results showed a main effect of EF skills on early numeracy, and this relation did not differ across samples. Intervention efforts to promote academic competencies might specifically target EF in those who struggle with early EF skills regardless of risk context.

Social Cognitive Approach through Interactive Multimedia for Early Reading Learning

This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.

Investigating the Skills Involved in Reading Test Tasks through Expert Judgement and Verbal Protocol Analysis: Convergence and Divergence between the Two Methods

ABSTRACT Expert judgement has been frequently employed with reading assessments to gauge the skills potentially measured by test tasks, for purposes such as construct validation or producing diagnostic information. Despite the critical role it plays in such endeavours, few studies have triangulated its results with other types of data such as reported test-taking processes. A lack of such triangulation may bring the validity of experts’ judgements into question and undermine the credibility of subsequent procedures that build on them. In light of this, this study compared two groups of language experts’ judgements on the content of two sets of reading test tasks with ten university students’ verbal reports on solving those tasks. It was found that convergence was achieved between the two information sources for about 53% of the test tasks on what they were mainly assessing. However, there was a bigger gap between them regarding the specific skills involved in each task. A careful examination of the discrepancies between the two sources revealed that they are attributable to a number of factors. This study highlights the need to cross-check the results of expert judgement with other data sources. Implications for future test development and research are also discussed.

Examining educational inequalities: insights in the context of improved mathematics performance on national and international assessments at primary level in Ireland

BackgroundEvaluations of effectiveness of educational reforms are often based on the level of improvement in student performance from one cycle of a particular assessment to the next. However, improvements in overall performance do not necessarily translate to improved equality. Indeed, improvements that favour certain subgroups of students can exacerbate educational performance gaps and thus, inequality. This research examines changes in equality of mathematics achievement and subgroup performance differences in Irish primary school students over time. Ireland constitutes an interesting case study due to the introduction of a new National Literacy and Numeracy Strategy in 2011, the initial implementation of which has been linked to significant improvements in student mathematics performance. This paper aims to investigate whether these improvements have been accompanied by improvements in equality.MethodsUsing data from the Irish National Assessments of Mathematics and English Reading (NAMER) and the Trends in International Mathematics and Science Study (TIMSS) from the period before and after the introduction of the Strategy, the study examines (i) deviations in student scores, (ii) variability in achievement at student and school levels and (iii) performance gaps based on demographic and socioeconomic factors over time. Bivariate analyses and multilevel regression models were used to identify student- and school-level variables related to mathematics performance.ResultsThe results showed a decrease in variability in students’ mathematics performance after the introduction of the Strategy; this decrease was statistically significant only for TIMSS. Additionally, there was a considerable decrease in variance in mathematics performance attributed to between-school differences over time. These findings constitute evidence of increased equality as performance differences between students and schools tended to shrink. Regarding performance gaps and variance in mathematics performance explained by background characteristics, this study provided mixed results. In NAMER, subsequent to the introduction of the Strategy, the performance gaps and variance in mathematics achievement explained by selected demographic and socioeconomic characteristics decreased considerably. However, this was not the case for TIMSS.ConclusionsThe evidence provided by this study suggests that Ireland has made reasonable progress in addressing inequality. However, there is room for improvement, as a significant proportion of the variance in student mathematics performance is still explained by demographic and socioeconomic characteristics.

Tracking Biliteracy Skills in Students Attending Gaelic Medium Education: Effects of Learning Experience on Overall Reading Skills

This study describes the validation of a reading assessment developed for speakers of Scottish Gaelic, an endangered language spoken in Scotland. The test is designed to investigate the areas of reading for understanding, reading errors and reading speed. This study will present the data on a group of Gaelic/English speakers on both the Gaelic and the English version of the test and of a group of English speakers on the English version of the reading test, aiming at comparing reading abilities in children attending a Gaelic medium education (GME) and children in English medium education (EME) living in the same urban area. The paper reports two studies. The first study presents data on 77 children bilingual in Gaelic/English recruited across four levels of primary school on reading in Gaelic. The second study looks at the performance on a version of the test adapted for English, comparing the performance of two groups of children (bilinguals Gaelic/English and monolinguals English) on several linguistic skills, including sentence comprehension and reading. About 40 monolingual English subjects in EME, living in the same urban area, were administered the English version. The reading abilities of the children attending EME and GME schools were comparable, supporting the idea of no disadvantage on reading from attending a school with the medium of a minority language. If differences were found, these were in favour of the bilingual Gaelic/English children, who attained better results in all linguistic tasks in English in the older groups.

Authoritative discourses of development in curricular policy on digital writing

ABSTRACT In this article, we take a close look at the authoritative discourses of digital writing development communicated through the US Common Core State Standards, inclusive of its marketing materials (e.g., website, supplemental documents, and videos). Digital writing is largely missing from the CCSS and its limited inclusion is predominantly in the service of reading and reading assessment. We argue that rather than offering a roadmap for digital writing development drawn on decades of research and theorization of writing in a digital age, the CCSS implicitly draws on larger authoritative discourses of development as competitiveness, a staircase, and assessment. To begin to shift these discourses, we suggest that efforts must be made a multiple scales of influence such as bringing together coalitions of professional organizations and universities, and creating media campaigns. Policy makers and administrators need to work alongside teachers, parents, and students to recognize authoritative discourses of standards at play in their schools and intercede in their perpetuation. Such work has the potential to restructure schools to allow for multiple pathways of humanizing, culturally sustaining digital writing development.

Individuals with dyslexia use a different visual sampling strategy to read text

Individuals with dyslexia present with reading-related deficits including inaccurate and/or less fluent word recognition and poor decoding abilities. Slow reading speed and worse text comprehension can occur as secondary consequences of these deficits. Reports of visual symptoms such as atypical eye movements during reading gave rise to a search for these deficits’ underlying mechanisms. This study sought to replicate established behavioral deficits in reading and cognitive processing speed while investigating their underlying mechanisms in more detail by developing a comprehensive profile of eye movements specific to reading in adult dyslexia. Using a validated standardized reading assessment, our findings confirm a reading speed deficit among adults with dyslexia. We observed different eye movements in readers with dyslexia across numerous eye movement metrics including the duration of a stop (i.e., fixation), the length of jumps (i.e., saccades), and the number of times a reader’s eyes expressed a jump atypical for reading. We conclude that individuals with dyslexia visually sample written information in a laborious and more effortful manner that is fundamentally different from those without dyslexia. Our findings suggest a mix of aberrant cognitive linguistic and oculomotor processes being present in adults with dyslexia.