Although the importance of reading comprehension is generally recognized, a better understanding of the factors influencing measurement of reading comprehension may impact the ability to assess strengths and deficits. The current study examined the effects of text type and time limits on the rate of students' performance across four common assessments of reading comprehension. Results showed similarities between performance with narrative and expository texts and across time limit conditions for all of the assessments. In terms of comparing across reading comprehension assessments, the findings are limited by the differences in the response channels and stimulus conditions of each assessment. The results have implications for the development of measurement systems and the assessment of reading comprehension.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc9782 |
| Date | 12 1900 |
| Creators | Falke, Lisa G. |
| Contributors | Rosales-Ruiz, Jesus, Ala'i-Rosales, Shahla, Fabrizio, Michael |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Falke, Lisa G., Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0021 seconds