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Informationen zum Autor John Sabatini is a Senior Research Scientist in the Research & Development Division at Educational Testing Service in Princeton, NJ. His research interests and expertise are in reading literacy development and disabilities, assessment, cognitive psychology, and educational technology. He is the principal investigator of a Department of Education funded grant to develop pre-K -12 comprehension assessments. Tenaha O'Reilly is currently a Research Scientist at Educational Testing Service in Princeton, New Jersey. His research interests include a variety of topics relating to reading comprehension, metacognition, background knowledge and summative assessment. Elizabeth R. Albro, Ph.D, is currently Acting Commissioner of the National Center for Education Research, Institute of Education Sciences, at the U.S. Department of Education. Dr. Albro received her doctorate in Psychology from the University of Chicago, and served on the Child Development and Education faculty at Whittier College, and on the Psychology faculty at Wheaton College, Norton MA. She has spent the past decade overseeing research programs in the areas of reading and writing and cognitive science at the National Center for Education Research. Klappentext Reaching an Understanding: Innovations in How We View Reading Assessment builds upon the editors previous book Measuring Up: Advances in How We Assess Reading Ability by representing some early attempts to apply theory to help guide the development of new assessments and measurement models. Zusammenfassung Reaching an Understanding: Innovations in How We View Reading Assessment builds upon the editors previous book Measuring Up: Advances in How We Assess Reading Ability by representing some early attempts to apply theory to help guide the development of new assessments and measurement models. Inhaltsverzeichnis Section I: Assessment, Learning, and Instruction: Connecting Text, Task, and Reader/ Learner 1. Assessing Multiple Source Comprehension Through Evidence Centered Design Kimberly A. Lawless, Susan R. Goldman, Kimberly Gomez, Flori Manning, and Jason Braasch 2. The Case for Scenario-Based Assessments of Reading Competency Kathleen M. Sheehan and Tenaha O'Reilly 3. Assessing Comprehension Processes During Reading Keith Millis and Joseph Magliano 4. Searching for Supplementary Screening Measures to Identify Children at High Risk for Developing Later Reading Problems Donald L. Compton, Amy M. Elleman, and Hugh W. Catts 5. Assessment and Instruction Connections: The Impact of Teachers' Access and Use of Assessment-to-Instruction Software Carol McDonald Connor, Frederick J. Morrison, Barry Fishman, and Christopher Schatschneider 6. Multiple Bases for Comprehension Difficulties: The Potential of Cognitive and Neurobiological Profiling for Validation of Subtypes and Development of Assessments Laurie E. Cutting and Hollis S. Scarborough 7. NLP Methods for Supporting Vocabulary Analysis Paul Deane Section II: How to Build for the Future 1. An Explanative Modeling Approach to Measurement of Reading Comprehension Mark Wilson and Stephen Moore 2. Cognitive Psychometric Models as a Tool for Reading Assessment Engineering Joanna Gorin and Dubravka Svetina ...
