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Assessment matters: issues in the measurement of reading comprehension.

Cain, Kate and Oakhill, Jane (2006) Assessment matters: issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76 (4). pp. 697-708. ISSN 2044-8279

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Abstract

Background. The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment of reading comprehension and word reading accuracy. Spooner, Baddeley, and Gathercole (2004) questioned the suitability of the NARA for identifying children with specific reading comprehension deficits. Aims and methods. An evaluation of the NARA measurement of word reading and reading comprehension level was undertaken in relation to models of reading ability. Appropriate control measures were considered. The strengths and weaknesses of different forms of reading comprehension were also evaluated. Results. Previous research into reading comprehension difficulties using the NARA has adopted satisfactory control measures in relation to word reading ability. There are limitations associated with all the considered forms of reading comprehension assessment. Conclusions. If administered and interpreted appropriately, the NARA is an effective instrument for researchers and practitioners who need to assess both word reading accuracy and reading comprehension and to identify children with a dissociation between these two aspects of reading. [ABSTRACT FROM AUTHOR]

Item Type: Article
Journal or Publication Title: British Journal of Educational Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Departments: Faculty of Science and Technology > Psychology
ID Code: 9044
Deposited By: Mrs Karen Gerrard
Deposited On: 21 May 2008 15:07
Refereed?: Yes
Published?: Published
Last Modified: 30 Sep 2013 15:22
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/9044

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