Inference is considered an important factor in comprehension models and has been described as a causal factor in predicting comprehension. To date, specific tests for inference are rare and often rely on specific thematic texts. This reliance on thematic inference may raise some concerns as inference is related to prior text-specific knowledge.…

Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading…

A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachersin the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool…

Curriculum-based measurement of oral reading fluency (CBM-R) is used as an indicator of reading proficiency, and to measure at risk students' response to reading interventions to help ensure effective instruction. The purpose of this study was to compare model-based words read correctly per minute (WCPM) scores (computerized oral reading…

Reading comprehension has an important place in lifelong learning. It is an interactive process between the reader and the text. Students need reading comprehension skills at all educational levels and for all school subjects. Determining the level of students' reading comprehension skills is the subject of testing and evaluation. Tests used to…

In this study, it is aimed to determine at what level the Meaning Identification Technique (MIT) can measure the reading comprehension skills of the 4th grade primary school students and to test the validity and reliability of the MIT test with different types of texts. In the study carried out in the survey model, MIT and Sentence Verification…

Reading comprehension assessments often lack instructional utility because they do not accurately pinpoint why a student has difficulty. The varying formats, directions, and response requirements of comprehension assessments lead to differential measurement of underlying skills and contribute to noted amounts of unshared variance among tests. Maze…

Scientific reasoning abilities are already developing in elementary-school-aged children and enable them to understand the world around them. The goal of the current study was to develop a new instrument for 8- to 10-year-old children in Grades 3 and 4 to measure their understanding of the steps of the "scientific inquiry cycle" (SIC).…

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we…

Although literacy achievement has improved in Chile, adolescents' underperformance in reading comprehension is still a serious concern. In English, core academic-language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high-utility language skills that…

The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics summative assessments in grades 3 through 8 and high school. The ELA/L assessments focus on reading and comprehending a range of sufficiently complex texts independently and…

The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics assessments in grades 3 through 8 and high school. New Meridian, in coordination with multiple states and vendors, developed an alternate form of the summative assessment to…

Many researchers focus on assessing the cognitive components of reading comprehension. However, researchers are challenged to find the best way to measure the cognitive components of reading comprehension because many reading comprehension assessments differ in terms of format (i.e., cloze, multiple-chose, open-ended); presentation (i.e., print);…

Despite evidence that the maze is a reliable measure of reading comprehension, existing research suggests potential problems with the manner in which maze probes are developed. Specifically, research suggests students may be able to respond accurately to a large portion of target words without having to comprehend what they are reading. The…

In this technical report, we present the results of a reliability study of the fourth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…