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Journal Article
An Interactive View of Reading Comprehension: Implications for Assessment.
Language, Speech, and Hearing Services in Schools 2017 April 21
Purpose: This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment.
Method: It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors.
Result: Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation.
Conclusion: This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.
Method: It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors.
Result: Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation.
Conclusion: This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.
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