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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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]

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Journal Article
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British Journal of Educational Psychology
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21 May 2008 14:07
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16 Sep 2023 00:30