ERIC Number: EJ891135
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 31
Testing Adult Basic Education Students for Reading Ability and Progress: How Many Tests to Administer?
Greenberg, Daphne; Levy, Susan R.; Rasher, Sue; Kim, Yoonsang; Carter, Sarah Deardorff; Berbaum, Michael L.
Adult Basic Education and Literacy Journal, v4 n2 p96-103 Sum 2010
This study examines the relationship between TABE-R performance and performance on selected, more focused reading component tests after 42 hours of adult education classroom instruction. Specifically, measures of expressive vocabulary, reading fluency, sight word reading, and decoding were administered to 98 participants along with the TABE-R. This study asks, "What value is added by administering additional reading component tests?" Results indicate that when tests of fluency, sight word reading, and decoding are administered with the TABE-R, similar skill level scores are obtained for all but the decoding test. (Contains 6 tables.)
Descriptors: Adult Basic Education, Program Effectiveness, Reading Ability, Reading Tests, Reading Achievement, Achievement Gains, Adult Literacy, Pretests Posttests, Multitrait Multimethod Techniques, Equated Scores
Commission on Adult Basic Education and ProLiteracy America. 1320 Jamesville Avenue, Syracuse, NY 13210. Tel: 315-422-9121; Web site: http://www.coabe.org
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Basic Education; Adult Education
Authoring Institution: N/A