NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ969749
Record Type: Journal
Publication Date: 2012
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0270-2711
Middle School Reading Assessment: Measuring What Matters under a RTI Framework
O'reilly, Tenaha; Sabatini, John; Bruce, Kelly; Pillarisetti, Srinivasa; McCormick, Carina
Reading Psychology, v33 n1-2 p162-189 2012
This article presents a prototype reading assessment designed to measure and support component and integrated reading skills. The work is motivated by the need to create a new generation of assessments that are better aligned with the research in cognitive science, reading and learning. An assessment that synthesizes advances in these areas may prove to be more useful for educators to make informed decisions about who needs help, what help is needed, and whether the help is effective. This article describes our initial efforts to conceptualize, prototype, and test aspects of our framework in light of Response to Intervention. (Contains 2 notes and 4 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:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100005