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ERIC Number: ED200906
Record Type: RIE
Publication Date: 1978-Mar
Pages: 52
Abstractor: N/A
Reference Count: 0
Rule-Based Measures of Literal Comprehension.
Hayford, Paul D.; Salter, Ruth
Reading comprehension involves a number of distinctly different intellectual skills that can be assessed if the proper techniques are employed. As part of a reading assessment system, two measures of literal comprehension were developed: the Literal Comprehension Details Test (LCDT) and the Paraphrase Reading Test (PRT). Both the LCDT and the PRT assume the possession of visual and phonetic skills prerequisite to comprehension but do not presume to assess those skills necessary for processing beyond the apprehension of the explicit meaning of the text. The LCDT was conceived as a battery of test passages, scaled by difficulty level, with accompanying rule-based items for measuring literal comprehension, whereas the PRT was developed for use as a criterion measure of literal comprehension. The passages for the PRT are the same passages that are used in the Multiple-Choice Cloze Exercises. The basic difference between the PRT and LCDT items, then, is that the PRT items involve paraphrase. A study of validity indicates that the LCDT has high face validity as a measure of literal comprehension and that the face validity for the PRT is higher than that for the PCDT. (Appendixes include rules for constructing wh-detail items and rules for constructing items for paraphrase reading tests.) (HOD)
Publication Type: Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, March 27-31, 1978).