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Examining the validity of a new large-scale reading assessment instrument from two perspectives
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http://hdl.handle.net/2142/31291
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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 |
| Type: | Text |
| Language: | English |
| URI: | http://hdl.handle.net/2142/31291 |
| 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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