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ERIC Number: EJ1142326
Record Type: Journal
Publication Date: 2017-Apr
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0161-1461
An Interactive View of Reading Comprehension: Implications for Assessment
Wixson, Karen K.
Language, Speech, and Hearing Services in Schools, v48 n2 p77-83 Apr 2017
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.
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A