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Jan 13, 2016 · Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment.
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Reading comprehension is multidimensional and complex. The...
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Doing so requires drawing on extant research to understand...
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We feel that the following definition offers the most comprehensive and instructionally useful definition of reading comprehension: [Reading comprehension is] the construction of the meaning of a written or spoken communication through a reciprocal, holistic interchange of ideas between the interpreter and the message. . . .
- ma'rifa tul
- Changing Perspectives on Reading Comprehension
- Increasingly Complex Levels of Comprehension
- Questions About Item format: Are Multiple Choice Questions Appropriate?
- Purpose and Research Questions
Reading comprehension can be defined generally as the ability to extract meaning or learn from text (Rupley & Blair, 1983; Snow, 2002). This general definition, however, encourages acceptance of an outdated, simplistic view of reading comprehension as a skill that results from the independent, sequential development of hierarchically ordered lower-...
The idea that there are different levels of reading comprehension, each of which imposes different cognitive demands on the reader and requires varying levels of interaction with the text, is not new (Herber, 1970; Snider, 1988; McCormick, 1992; Pearson & Johnson, 1978). Its prevalence is evidenced by the way in which the theory of levels of compre...
Due to the complex nature of reading comprehension, questions have also been posed about which methods are the most appropriate for assessing such a multi-faceted construct and for distinguishing among levels of that construct (Allington, Chodos, Domaracki, & Trueax, 1977; Campbell, 2005; Freedle & Kostin, 1999; Sarroub & Pearson, 1998; Tal, Siegel...
The purpose of the current study was twofold: (a) to examine the structure of reading comprehension as represented by items written specifically to assess students’ literal, inferential, and evaluative comprehension abilities, and (b) to examine the extent to which literal, inferential, and evaluative comprehension questions differ in terms of thei...
- Deni Basaraba, Paul Yovanoff, Julie Alonzo, Gerald Tindal
- 2013
In particular, a review of early literacy available measures for screening and monitoring students reveals a dearth of tools for examining different facets of reading comprehension.
Mar 1, 2012 · The purposes of this study were twofold: (a) to examine the relative difficulty of items written to assess literal, inferential, and evaluative comprehension, and (b) to compare single factor...
Literal comprehension tests measure a learner's ability to recall specific ideas or pieces of information from a text that has been read. Inferential tests measure a learner's ability to draw valid inferences from the ideas or information presented in the text.
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Jun 30, 2015 · The current paper presents a review of the extant work from literary theory, empirical studies of literature, and research from more general cognitive text comprehension to explore the conditions...
