University of Illinois Urbana-Champaign

Examining the validity of a new large-scale reading assessment instrument from two perspectives

Greer, Eunice Ann

Content Files
TR-623.pdf

Permalink

https://hdl.handle.net/2142/31291

Description

Title
Examining the validity of a new large-scale reading assessment instrument from two perspectives
Author(s)
Greer, Eunice Ann
Issue Date
1995-11
Keyword(s)
  • Illinois Goal Assessment Program (IGAP)
  • reading assessment
Date of Ingest
2012-05-30T17:43:33Z
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.
Publisher
Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
Series/Report Name or Number
Center for the Study of Reading Technical Report ; no. 623
Type of Resource
text
Genre of Resource
Technical Report
Language
eng
Permalink
http://hdl.handle.net/2142/31291
Copyright and License Information
Copyright 1995 Board of Trustees University of Illinois

Owning Collections

Technical Reports - Center for the Study of Reading PRIMARY