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Title:Examining the validity of a new large-scale reading assessment instrument from two perspectives
Author(s):Greer, Eunice Ann
Subject(s):Illinois Goal Assessment Program (IGAP)
reading assessment
Abstract:A study was conducted to evaluate the validity of the Illinois Goal Assessment Program [IGAP] grade-3 reading assessment from two perspectives: (a) its relationship to 21 other measures of reading via factor analyses, and (b) the sensitivity of the IGAP to instruction in three schools via multiple regression. Data were collected in a longitudinal study involving 350 students. Factor analyses indicate the tests load on two factors, a comprehension factor and a factor contrasting reading rate/accuracy with narrative comprehension. Two elements of the IGAP failed to load on either factor: the literacy survey and the metacognitive measure. The three regressions models were consistent across sites. After controlling for entering ability, home influences, and grade-1 and grade-2 teachers, instructional activities in grade 3 that focus students' attention on comprehension are associated with higher IGAP scores. Instructional activities that focus students' attention on decoding are associated with lower scores.
Issue Date:1995-11
Publisher:Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
Series/Report:Center for the Study of Reading Technical Report ; no. 623
Genre:Technical Report
Rights Information:Copyright 1995 Board of Trustees University of Illinois
Date Available in IDEALS:2012-05-30
Identifier in Online Catalog:5310708

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