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ERIC Number: ED548133
Record Type: Non-Journal
Publication Date: 2012
Pages: 224
Abstractor: As Provided
ISBN: 978-1-2673-7358-8
Evaluating a Brief Measure of Reading Comprehension for Narrative and Expository Text: The Convergent and Predictive Validity of the Reading Retell Rubric
Thomas, Lisa B.
ProQuest LLC, Ph.D. Dissertation, Lehigh University
Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial effort has been devoted to developing measures for identifying children at risk for reading difficulties; however, the optimal combination of measures has not been determined. One method that has been considered as having potential for assessing reading comprehension is retelling. The purpose of this study was to examine the technical adequacy and usability of an oral retelling procedure that employed a rubric scoring method to assess the reading comprehension of students in third grade. This study investigated the convergent and predictive validity of the Reading Retell Rubric (RRR) for identifying children at risk for reading comprehension difficulties on summative reading assessments. Reading data from curriculum-based measures of oral reading and comprehension of narrative and expository text and criterion-measures of reading comprehension and overall reading ability were gathered from 107 elementary school children attending third grade in a public elementary school. Results indicated that participants demonstrated greater comprehension for narrative text. This investigation reinforces the strength of ORF in predicting reading ability on summative assessments. More research is needed to determine the usability of the RRR. Findings suggest that the RRR may be a viable alternative to the Adapted Retell Fluency measure. In addition, it is speculated that the RRR may be useful as a diagnostic tool (instead of a universal screener) within a multiple-gated screening process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A