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ERIC Number: EJ1174426
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0270-2711
Textual Demands of Passages in Three English/Language Arts Common Core Assessments and One Core Literacy Program for Intermediate Elementary Grades
Morrison, Timothy G.; Wilcox, Brad; Murdoch, Erica; Bird, Lauren
Reading Psychology, v39 n4 p362-383 2018
The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length, and types of inferences found within 72 fiction and nonfiction passages from the "PARCC," "Smarter Balanced," and "SAGE" Common Core assessments and one core literacy program, "Journeys," for students in grades three, four, and five. Results show that the readability levels of passages in this study were written at higher levels than their associated grade levels. Anaphoric relationships were by far the most common inference type found in the texts, followed by Prior Knowledge and Retrospective inferences.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A