ERIC Number: ED218335
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Text Structure, Processing and the Design of Reading Achievement Tests.
The relevance of psycholinguistic and educational research on passage structure and processing for the design of reading achievement tests is discussed. This research would provide a more objective basis for the writing of passages and items. Two aspects of content validity are distinguished and the relevance of psycholinguistic research to them is examined. The two aspects are the validity accruing from appropriate selection of skills to be tested, and validity based on relevance of items to the selected skills. Key linguistic and psychological terms are defined and several specific reading models are discussed. Their contributions to reading achievement test design are assessed. Analysis of passage structure can be used as an editing procedure to check the coherence of stimulus passages. A brief passage is analyzed to illustrate some practical applications of the theory of text structure and processing. The analysis helps distinguish objectively what is literally present from what must be inferred. Scientific descriptions of the skills and reading materials are needed to assess the use of reading skills. (Author/DWH)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (66th, New York, NY, March 19-23, 1982).