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ERIC Number: EJ811175
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: As Provided
Reference Count: 74
ISBN: N/A
ISSN: ISSN-1940-4158
The Assessment of Reading Comprehension Difficulties for Reading Intervention
Woolley, Gary
Australian Journal of Learning Difficulties, v13 n1 p51-62 May 2008
There are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a multifaceted approach to reading diagnosis and flexible interventions in order to cater for individual learning needs. In recent times, the Four Roles Model has enabled educators to broaden the focus of literacy programs in many Australian schools. Such a focus can provide a framework to better understand the complex nature of reading comprehension and its various situational applications. This discussion investigates the educational issues for the assessment of students with reading comprehension difficulties and suggests appropriate principles and strategies that teachers can apply to inform assessment and teaching practice. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Identifiers - Assessments and Surveys: Neale Analysis of Reading Ability