Home > Research > Publications & Outputs > Assessment matters: issues in the measurement o...

Text available via DOI:

View graph of relations

Assessment matters: issues in the measurement of reading comprehension.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Assessment matters: issues in the measurement of reading comprehension. / Cain, Kate; Oakhill, Jane.
In: British Journal of Educational Psychology, Vol. 76, No. 4, 12.2006, p. 697-708.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Cain, K & Oakhill, J 2006, 'Assessment matters: issues in the measurement of reading comprehension.', British Journal of Educational Psychology, vol. 76, no. 4, pp. 697-708. https://doi.org/10.1348/000709905X69807

APA

Cain, K., & Oakhill, J. (2006). Assessment matters: issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76(4), 697-708. https://doi.org/10.1348/000709905X69807

Vancouver

Cain K, Oakhill J. Assessment matters: issues in the measurement of reading comprehension. British Journal of Educational Psychology. 2006 Dec;76(4):697-708. doi: 10.1348/000709905X69807

Author

Cain, Kate ; Oakhill, Jane. / Assessment matters: issues in the measurement of reading comprehension. In: British Journal of Educational Psychology. 2006 ; Vol. 76, No. 4. pp. 697-708.

Bibtex

@article{b551aaf330ea45a1a49854ba6859e188,
title = "Assessment matters: issues in the measurement of reading comprehension.",
abstract = "Background. The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment of reading comprehension and word reading accuracy. Spooner, Baddeley, and Gathercole (2004) questioned the suitability of the NARA for identifying children with specific reading comprehension deficits. Aims and methods. An evaluation of the NARA measurement of word reading and reading comprehension level was undertaken in relation to models of reading ability. Appropriate control measures were considered. The strengths and weaknesses of different forms of reading comprehension were also evaluated. Results. Previous research into reading comprehension difficulties using the NARA has adopted satisfactory control measures in relation to word reading ability. There are limitations associated with all the considered forms of reading comprehension assessment. Conclusions. If administered and interpreted appropriately, the NARA is an effective instrument for researchers and practitioners who need to assess both word reading accuracy and reading comprehension and to identify children with a dissociation between these two aspects of reading. [ABSTRACT FROM AUTHOR]",
author = "Kate Cain and Jane Oakhill",
year = "2006",
month = dec,
doi = "10.1348/000709905X69807",
language = "English",
volume = "76",
pages = "697--708",
journal = "British Journal of Educational Psychology",
issn = "2044-8279",
publisher = "John Wiley and Sons Ltd",
number = "4",

}

RIS

TY - JOUR

T1 - Assessment matters: issues in the measurement of reading comprehension.

AU - Cain, Kate

AU - Oakhill, Jane

PY - 2006/12

Y1 - 2006/12

N2 - Background. The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment of reading comprehension and word reading accuracy. Spooner, Baddeley, and Gathercole (2004) questioned the suitability of the NARA for identifying children with specific reading comprehension deficits. Aims and methods. An evaluation of the NARA measurement of word reading and reading comprehension level was undertaken in relation to models of reading ability. Appropriate control measures were considered. The strengths and weaknesses of different forms of reading comprehension were also evaluated. Results. Previous research into reading comprehension difficulties using the NARA has adopted satisfactory control measures in relation to word reading ability. There are limitations associated with all the considered forms of reading comprehension assessment. Conclusions. If administered and interpreted appropriately, the NARA is an effective instrument for researchers and practitioners who need to assess both word reading accuracy and reading comprehension and to identify children with a dissociation between these two aspects of reading. [ABSTRACT FROM AUTHOR]

AB - Background. The Neale Analysis of Reading Ability (NARA; Neale, 1997) is a widely used assessment of reading comprehension and word reading accuracy. Spooner, Baddeley, and Gathercole (2004) questioned the suitability of the NARA for identifying children with specific reading comprehension deficits. Aims and methods. An evaluation of the NARA measurement of word reading and reading comprehension level was undertaken in relation to models of reading ability. Appropriate control measures were considered. The strengths and weaknesses of different forms of reading comprehension were also evaluated. Results. Previous research into reading comprehension difficulties using the NARA has adopted satisfactory control measures in relation to word reading ability. There are limitations associated with all the considered forms of reading comprehension assessment. Conclusions. If administered and interpreted appropriately, the NARA is an effective instrument for researchers and practitioners who need to assess both word reading accuracy and reading comprehension and to identify children with a dissociation between these two aspects of reading. [ABSTRACT FROM AUTHOR]

U2 - 10.1348/000709905X69807

DO - 10.1348/000709905X69807

M3 - Journal article

VL - 76

SP - 697

EP - 708

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 2044-8279

IS - 4

ER -