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ERIC Number: EJ1001216
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-0279-6015
Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension
van den Broek, Paul; Espin, Christine A.
School Psychology Review, v41 n3 p315-325 2012
The ability to read and comprehend texts is an essential component of successful functioning in our world. A substantial amount of information comes to us through written means, whether it is through regular print, Internet, or other media. Part of this information is for our enjoyment, part of it is vital for our basic functioning--application forms and tax forms that need to be read and filled out, instructions for operating a new car, prescription instructions, food labels, and so forth. The importance of reading is reflected in school settings, both as a primary means of conveying knowledge and as main target of instruction. Accordingly, the assessment of children's (and adults') ability to read and comprehend texts receives considerable attention, in both school and research settings. (Contains 1 table.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A