angle-up angle-right angle-down angle-left close user menu open menu closed search globe bars phone store

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.



  • Improving Comprehension Assessment for Middle and High School Students: Challenges and Opportunities
    J. Sabatini, Y. Petscher, T. O’Reilly, & A. Truckenmiller
    In D. Reed and K. Santi (eds). Improving reading comprehension of middle and high school students, (pp. 119–151). New York: Springer.

    The authors discuss standardized reading assessments, focusing especially on assessment designs and analytics in order to see how they can reflect a balance of practical and measurement constraints. They also cover advances in the learning sciences, measurement, and electronic technologies, and their impact on the design of future reading assessments. Read the publisher’s full abstract.


  • Broadening the Scope of Reading Comprehension Using Scenario-based Assessments: Preliminary Findings and Challenges
    J. Sabatini, T. O’Reilly, L. Halderman, & K. Bruce
    International Journal Topics in Cognitive Psychology, 114, 693–723

    This paper presents the results of a study that evaluated a scenario-based assessment of reading comprehension of sixth-grade students. The assessment was designed to measure the students' ability to integrate and evaluate a set of thematically related sources. View the abstract or download the full paper.

  • Measurement: Facilitating the Goal of Literacy
    J. Gorin, T. O’Reilly, J. Sabatini, Y. Song, & P. Deane
    In B. Miller, P. McCardle, & R. Long (eds), Teaching reading and writing: Improving instruction and student achievement, (pp. 119–128). Baltimore, MD: Paul H. Brookes Publishing Co.

    The authors discuss four key areas supporting innovations in assessment for literacy instruction that focus on reading, writing, and their connection. In particular, they describe how advances in (a) cognitive models, (b) task design, (c) automated scoring and (d) psychometric modeling can work in concert to create a more effective assessment system. View citation record.




Promotional Links

Find a Publication

Advanced Search

ETS Research Forum: John Sabatini & Tenaha O'Reilly

ETS Research Forum: John Sabatini & Tenaha O'Reilly Video

Watch a presentation from ETS's R&D Forum about the Reading for Understanding initiative (Flash, 50:51).