Retellings and Semi-Structured Interviews for Assessing Reading Comprehension of Standardized Test Passages and of the Illinois Inventory of Educational Progress Passages as Compared to Scores on Multiple-Choice Test Items

The literature in reading comprehension points to a disparity between current knowledge about the reading process and current assessment practices. Prevalent theoretical views favor a constructivist cognitive framework in which text meanings are determined by a composite of reader-related factors and text-related factors. In contrast, current assessment practices maintain single, pre-specified correct text interpretations with literal level understanding as their primary focus. In addition, the literature points to the irrelevancy of test scores in making instructional decisions.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Seda-Santana, Ileana

Contributors dc:contributor

• Pearson, P. David

• Education, Language and Literature
• Education, Tests and Measurements
• Education, Elementary
• Education, Reading

Identifier

(UMI)AAI8908834

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69222