Assessing Comprehension in Kindergarten through Third Grade

Autor/inn/en	Sabatini, John P.; Halderman, Laura K.; O'Reilly, Tenaha; Weeks, Jonathan P.
Titel	Assessing Comprehension in Kindergarten through Third Grade
Quelle	(2016), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Reading Ability; Outcome Measures; Reading Comprehension; Listening Comprehension; Vignettes; Psychometrics; Performance Based Assessment; Prior Learning; Regression (Statistics); Predictive Validity; Predictor Variables; Young Children; Item Analysis; Cohort Analysis; Test Validity; Test Reliability; Kindergarten; Grade 1; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Reading competence; Lesekompetenz; Leseverstehen; Hörverständnis; Psychometry; Psychometrie; Leistungsermittlung; Vorkenntnisse; Regression; Regressionsanalyse; Prädiktor; Frühe Kindheit; Itemanalyse; Kohortenanalyse; Testvalidität; Testreliabilität; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Traditional measures of reading ability designed for younger students typically focus on componential skills (e.g., decoding, vocabulary) and the items are often presented in a discrete and decontextualized format. The current study was designed to explore whether it was feasible to develop a more integrated, scenario-based assessment of comprehension for younger students. A secondary goal was to examine developmental differences in item performance when administration was in listening versus reading modalities. Cross-sectional differences were examined across kindergarten to third grade on a scenario-based assessment comprised of literal comprehension, inference, vocabulary, and background knowledge items. The assessment, originally targeted for third grade, was administered one-on-one to 141 third grade and 485 second grade students. It was adapted for and administered to kindergarten (n = 390) and first grade (n = 419) students by reducing the number of items and switching to a listening comprehension method of administration. Each grade was significantly more accurate than the previous grade on overall performance and background knowledge. A regression analysis showed significant variance associated with background knowledge in predicting comprehension, even after controlling for grade. A deeper analysis of item performance across grades was conducted to examine what elements worked well and where improvements should be made in adapting comprehension assessments for use with young children. [This article was published in "Topics in Language Disorders" v36 n4 p334-355 Oct-Dec 2016 (ED596235).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01