Reading for Understanding — Publications
These are some recent publications that ETS and our collaborators have authored related to the assessment portion of the Reading for Understanding (RfU) initiative.
Designing Reading Comprehension Assessments for Reading Interventions: How a Theoretically Motivated Assessment Can Serve as an Outcome Measure
T. O’Reilly, J. Weeks, J. Sabatini, L. Halderman, & J. Steinberg
Educational Psychology Review, Vol. 26, No. 3, pp. 403–424
This paper describes and evaluates three summative reading comprehension assessments designed in conjunction with an intervention team. The authors discuss the empirical work that motivated the assessments, the aims of the intervention, the process they used to develop new assessments, and the possible implications for intervention and assessment. View abstract.
Integrating Scenario-based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers
J. Sabatini, T. O’Reilly, L. Halderman, & K. Bruce
Learning Disabilities Research & Practice, Vol. 29, No.1, pp. 36–43
This article presents data from two assessments that were designed to provide a more complete picture on the performance of struggling readers. In particular, the authors present the results from a scenario-based measure of reading comprehension and measure component reading skills. View abstract.
Reading for Understanding: How Performance Moderators and Scenarios Impact Assessment Design
T. O’Reilly & J. Sabatini
ETS Research Report No. RR-13-31
This paper represents the third installment of the Reading for Understanding assessment framework. It builds upon two prior installments by examining the role of performance moderators and the use of a scenario-based assessment technique in reading test design. View citation record.
Preliminary Reading Literacy Assessment Framework: Foundation and Rationale for Assessment and System Design
J. Sabatini, T. O’Reilly, & P. Deane
ETS Research Report No. RR-13-30
This paper represents the second installment of the Reading for Understanding assessment framework. This paper describes the foundation and rationale of the assessment, the target constructs to be assessed, and general principles underlying the assessment design. View citation record.
Automated Scoring of a Summary Writing Task Designed to Measure Reading Comprehension
N. Madnani, J. Burstein, J. Sabatini, & T. O’Reilly
Paper in Proceedings of the Eighth Workshop on Innovative Use of Natural Language Processing for Building Educational Applications, pp. 163–168
This paper provides an initial evaluation of automated approaches for scoring constructed responses in the context of the Reading for Understanding project. The authors presented results showing that the automated approach performed well on student-written summaries for two different passages. View citation record.
Rationale for a New Generation of Reading Comprehension Assessments
J. Sabatini & T. O'Reilly (2013)
B. Miller, L. Cutting, & P. McCardle (Eds)
Unraveling Reading Comprehension: Behavioral, Neurobiological, and Genetic Components pp. 100–111. Publisher: Brookes Publishing
This paper presents the first part of the RfU assessment framework. The paper provided the rationale for a new generation of reading assessments and described six principles for assessment design.
Middle School Reading Assessment: Measuring What Matters Under a RTI framework. Reading Psychology Special Issue: Response to Intervention
T. O'Reilly, J. Sabatini, J. K. Bruce, S. Pillarisetti, & C. McCormick
Reading Psychology, Vol. 33, No. 1–2, pp. 162–189
In this article, the authors present a prototype reading assessment of component and integrated reading skills. The work is part of an effort to conceptualize, prototype and test aspects of a framework in the context of the Response to Intervention approach. Read the publisher's full abstract.
Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment
Y. Petscher, C. M. Conner, & S. Al Otaiba
Assessment for Effective Intervention, Vol. 37, No. 4, pp. 243–250
This article describes a study of the psychometrics of the Diagnostic Evaluation of Language Variation-Screening Test (DELV-S). Read the publisher's full abstract.
Measuring Up: Advances in How We Assess Reading Ability
Editors: J. Sabatini, E. R. Albro, & T. O'Reilly
Publisher: Rowman & Littlefield
In this book, educational researchers question the traditional format of reading comprehension tests and offer ideas and innovations for future reading assessments. Read the publisher's full description of this book.
Reaching an Understanding: Innovations in How We View Reading Assessment
Editors: J. Sabatini, T. O'Reilly & E. R. Albro
Publisher: Rowman & Littlefield
This follows the editors' arguments in the previous volume, Measuring Up: Advances in How We Assess Reading Ability, by describing some early attempts to apply theory to new assessments and measurement models. Read the publisher's full description of this book.
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Watch a presentation from ETS's R&D Forum about the Reading for Understanding initiative (Flash, 50:51).