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Skills and Expertise
Publications
Publications (66)
The National Assessment of Educational Progress (NAEP) in Reading aims to measure reading comprehension for students in the United States and to monitor progress in our education system. NAEP Reading is developed based on an assessment framework document that is periodically revised to reflect the latest understandings about reading comprehension a...
In this chapter, we examine qualitative approaches to verbal protocol analysis and their role in constructing detailed accounts of strategic processing. To that end, we draw from diverse studies in the area of reading in which qualitative protocol data is extensively used to catalog and describe the readers’ strategies engaged with a variety of tex...
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) in...
Summarizes the pedagogical findings and themes across projects.
This chapter begins with a high level summary of key findings and goes on to place the RfU work into several historical, thematic, and research contexts. Answers the question, What rewards did we reap?
A high level executive summary of the book, Reaping the rewards of the Reading for Understanding Initiative
Handbook of Strategies and Strategic Processing provides a state-of-the-art synthesis of conceptual, measurement, and analytical issues regarding learning strategies and strategic processing. Contributions by educational psychology experts present the clearest-yet definition of this essential and quickly evolving component of numerous theoretical f...
The introduction of digital technologies and the emergence of electronic reading devices have expanded the concept of literacy and shaped how readers consume information from texts, as well as how they perceive and interact with digital materials vs. print materials in academic settings. Several years ago, reading was merely a characteristic of pri...
This chapter focuses on classroom-based reading assessments that
have positive influence on the teaching and learning of reading. We consider
best practices in reading assessment in relation to the contexts in
which teaching and learning happen, and where assessment is proposed,
mandated, developed, conducted, interpreted, and used. In many states...
Our chapter focuses on readers' strategic processing with multiple sources in online text environments. The growth of the Internet brings an unprecedented number of new and hybrid sources of online information. These sources populate a vast, uncontrolled space of information, and often they are not vetted for accuracy or reliability. Accordingly, s...
This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.
In the first edition of the Handbook, we reviewed research on reading comprehension strategies within the framework of constructively responsive reading (Pressley & Afflerbach, 1995). The result was a compendium of the strategies that accomplished readers use while reading traditional and new forms of text. Also included were several strategies use...
In this article, I focus on three areas of reading assessment that I believe to be crucial for students’ reading development: developing comprehensive formative assessments, assessing the wide array of factors that contribute to students’ reading development, and fostering student independence by helping students learn to use reading assessment on...
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 f...
Successful Internet reading requires making strategic decisions about what texts to read and a sequence for reading them, all in accordance with readers’ goals. In this paper, we describe the process of realizing and constructing potential texts as an important and critical part of successful Internet reading and use verbal report data to examine s...
This chapter explores online research and comprehension in terms of both instruction and assessment, and does the following:
1) Defines the new literacies of online research and comprehension an reviews research in this area;
2) Defines the emerging framework for Internet Reciprocal teaching (IRT), and instructional model used to teach online rese...
National policy and standards documents, including the National Assessment of Educational Progress frameworks, the Common Core State Standards, and the Next Generation Science Standards, assert the need to assess critical-analytic thinking (CAT) across subject areas. However, assessment of CAT poses several challenges for developers of both large-s...
Interdisciplinary approaches to identifying, understanding, and remediating people's reliance on inaccurate information that they should know to be wrong.
Our lives revolve around the acquisition of information. Sometimes the information we acquire—from other people, from books, or from the media—is wrong. Studies show that people rely on such misi...
How can we best contribute to our students’ reading development and achievement? What are the hallmarks of successful, independent student readers? An examination of reading curricula, reading assessment, and related Federal education policy reveals the ongoing emphasis on the cognitive strategies and skills of reading. The teaching and learning of...
In this chapter we examine the contributions that different traditions of research and inquiry make to the conceptualization and use of classroom reading assessment. Understanding of reading and assessment are informed by research in psychology and psychometrics, as well as sociology, discourse studies, politics, and economics. All of these discipl...
We begin this chapter with a definition of constructively responsive reading comprehension strategies. We then describe the theoretical and practical significance of the investigation of strategies. Next, we consider the means to investigate these strategies, noting recent developments in new and mixed methodologies that help us catalog and describ...
0034-0561 print / 1936-2714 online H elping children learn to read is a deeply re-warding experience for parents and teachers who take pride as their children acquire effec-tive reading skills and reading strategies. The terms skills and strategies are part of the vocabulary used by teachers to describe what they teach and what chil-dren learn. Yet...
This National Reading Conference Policy Brief provides information related to high stakes reading tests and reading assessment. High stakes reading tests are those with highly consequential outcomes for students, teachers, and schools. These outcomes may include student promotion or retention, student placement in reading groups, school funding dec...
Book reviewed in this article:
The Big Test: The Secret History of the American Meritocracy . By Nicolas Lemann. 1999.
The Limits of Educational Assessment . By Andrew Davis. 1998.
A Teacher's Guide to Standardized Reading Tests: Knowledge Is Power . By Lucy Calkins, Kate Montgomery, and Donna Santman with Beverly Falk. 1998.
These adolescents faced many comprehension challenges when studying diverse history content.
This exploratory study examined how the reading of two revisionist history text accounts concerning President Andrew Jackson influenced the historical interpretations and understandings of two prospective elementary teachers, who at the time also were teaching history during their final internship semester. We begin by providing some of the histori...
Literacy acquisition is a life long process. When literacy acquisition is viewed as a lifelong process, the ‘basics’ necessary for successful reading change. For example, young children listening to a story read by an adult need basic abilities that differ from the basics that are needed by children who are reading independently. These basics are d...
A study examined school personnel perspectives on barriers to the implementation of a statewide program to influence change in curriculum and instruction. Interviews were conducted with personnel from 5 schools and districts and generally positive results were reported in moving from their existing curriculum and assessment programs to the mandated...
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
A study aimed to examine how reading assessment information is understood and used by two powerful groups: federal legislators and members of the news media. Attempts were made to contact federal legislators on educational subcommittees to discuss how they used reading assessment information to make legislative policy decisions and to vote on educa...
We explored the ways teachers assess children's literate learning and their own professional effectiveness in teaching children to become literate. We were particularly interested in how their assessment techniques and frameworks were influenced by their knowledge, values, and teaching situation. During interviews we asked teachers to describe thei...
This paper focuses on critical, but relatively unexamined aspects of diagnostic assessment: how diagnostic assessment information is read, and the usefulness of the diagnostic information. After a description of the texts of diagnostic literacy assessment, the need for literal readings of these texts is outlined. Next, theories of text interpretati...
This study investigated main idea instruction in three basal reader series. Materials were analyzed within a framework developed from empirical research, and theory related to main idea comprehension. The framework consisted of three parameters for main idea instruction: main idea task, acknowledgment of strategies mediating main idea task, and mon...
A study investigated the writing of language arts report cards. Eleven elementary teachers from three districts volunteered to compose report cards while thinking aloud. The teachers worked in districts that exerted varying degrees of control over teachers' choice of language arts instructional materials and assessment. Analysis of the 75 report ca...
This study examined the influence of prior knowledge and text genre on readers' prediction strategies. Three groups of subjects read two genres of text (short stories and essays), and gave verbal reports of their prediction strategies while reading. Next, subjects rated the texts in terms of relative familiarity of text content. Quantitative analys...
This study investigated prediction instruction in three basal reader series, at grade levels 1, 3, and 5. Instructional materials were examined within a framework which was developed from theoretical analyses and empirical research related to prediction strategies. The framework Included (our parameters of prediction Instruction: use of prior knowl...
Thesis (Ph. D.)--State University of New York at Albany, Dept. of Reading, 1985. Includes bibliographical references (leaves 227-237). Photocopy.
Describes the use of think-aloud protocols to reflect writing processes and to examine the dynamics of group writing conferences in a writing group consisting of five undergraduate, preservice elementary teachers and their professor. (SR)
Administered 1 familiar text and 1 unfamiliar reading text to 5 chemistry and 5 anthropology students working toward their doctorates to study the influence of prior knowledge on processes by which expert readers assign importance to textual information. Ss read each text aloud and gave verbal reports of the processes they used for constructing par...
Getting the main idea is generally considered to be the most essential of reading "skills." However, although something is known about readers' use of explicit main idea statements, little is known about how readers construct main ideas that are not stated explicitly in the text. In this study, main idea construction processes are examined by analy...
This paper examined the status of assessment of writing as it is currently performed in the United States. All fifty states and the District of Columbia responded to a survey requesting information on their testing programs. Twenty-six states and the District of Columbia were found to assess writing on the statewide level, and eight states were in...
Discusses methodological variations in the use of verbal reports in reading research, focusing on tasks and procedures (training for verbal reports, tasks, and probing), Ss, analysis of verbal report protocols, and research designs. It is suggested that the increased use of verbal reports as a data source in reading research reflects increased atte...
Thesis (Ph. D.)--State University of New York at Albany, Dept. of Reading, 1985. Includes bibliographical references (leaves 227-237). Microfilm. s
Trabajo que contiene información sobre aspectos teóricos y prácticos de la compleja tarea de comprender y enseñar a comprender las ideas principales. Realizado con el objetivo de proporcionar a los educadores la información sobre el modo de enseñar a comprender y a extraer la idea principal o información más importante de los textos. Los capítulos...