Conceptualizing and Assessing Higher-Order Thinking in Reading

Autor/inn/en	Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun
Titel	Conceptualizing and Assessing Higher-Order Thinking in Reading
Quelle	In: Theory Into Practice, 54 (2015) 3, S.203-212 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2015.1044367
Schlagwörter	Thinking Skills; Reading Skills; Difficulty Level; Reading Comprehension; Reader Text Relationship; Formative Evaluation; Summative Evaluation; Reading Processes; Reading Strategies; Metacognition; Critical Reading + Suchen Sie Ihr Suchwort? Denkfähigkeit; Reading skill; Lesefertigkeit; Schwierigkeitsgrad; Leseverstehen; Leseprozess; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kritisches Lesen
Abstract	Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and research in reading, and standards and assessment initiatives. We conclude with the considerations in assessments of higher-order thinking in reading that can help teachers and students work toward attainment of the Common Core State Standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01