Literaturnachweis - Detailanzeige
| Autor/inn/en | Toyama, Yukie; Hiebert, Elfrieda H.; Pearson, P. David |
|---|---|
| Titel | An Analysis of the Text Complexity of Leveled Passages in Four Popular Classroom Reading Assessments |
| Quelle | In: Educational Assessment, 22 (2017) 3, S.139-170 (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1062-7197 |
| DOI | 10.1080/10627197.2017.1344091 |
| Schlagwörter | Reading Materials; Reading Skills; Student Evaluation; Difficulty Level; Instructional Program Divisions; Common Core State Standards; Reading Tests; Reading Fluency; Elementary School Students; Emergent Literacy; Evaluation Methods; Statistical Analysis; Comparative Analysis; Readability Formulas; Informal Reading Inventories; Reading Achievement; Regression (Statistics); Multivariate Analysis; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Flesch Kincaid Grade Level Formula; Basic Reading Inventory |
| Abstract | This study investigated the complexity of leveled passages used in four classroom reading assessments. A total of 167 passages leveled for Grades 1-6 from these assessments were analyzed using four analytical tools of text complexity. More traditional, two-factor measures of text complexity found a general trend of fairly consistent across-grade progression of average complexity among the four assessments. However, considerable cross-assessment variability was observed in terms of the size of increase in complexity from grade to grade, the overall range of complexity, and the within-grade text complexity. These cross-assessment differences were less pronounced with newer, multi-factor analytical tools. The four assessments also differed in the extent to which their passages met the text complexity guidelines of the Common Core State Standards. The authors discuss implications of the differences found among and within the classroom assessment systems, on one hand, and among the measures of text complexity, on the other. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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