Making Sense of Reading Comprehension Assessments: Guidance for Evaluating Student Performance

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  • Author(s): Collins, Alyson A. (ORCID Collins, Alyson A. (ORCID 0000-0003-3710-2687); Lindström, Esther R. (ORCID Lindström, Esther R. (ORCID 0000-0001-6343-2538)
  • Language:
    English
  • Source:
    Intervention in School and Clinic. Sep 2021 57(1):23-31.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      9
    • Subject Terms:
      Reading Comprehension; Reading Achievement; Student Evaluation; Reading Tests; Students with Disabilities; Learning Disabilities; Reading Skills
    • Accession Number:
      10.1177/1053451221994806
    • ISSN:
      1053-4512
    • Abstract:
      Educators use reading comprehension assessments to summarize academic achievement, make decisions in diagnostic evaluations, and identify intervention needs. A challenge, however, with using different assessments in practice is that student performance may change depending on which assessment is administered. This article guides educators in evaluating student performance across multiple assessments, specifically when making decisions for students with learning disabilities (LD) in reading. First, this article provides educators with guidance in establishing a student's foundational skills, specifically those that may contribute to low performance on reading comprehension assessments. Next, the article presents steps for examining the texts and assessment methods commonly used in measures of reading comprehension. The article concludes with recommendations for evaluating student performance when considering a student's foundational skills and characteristics of reading comprehension assessments.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1304688