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| [senco-forum] Reading Comprehension Assessment | |
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Jean Hutchins 1
jeanhutchins1 at ntlworld.com
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| Article: [senco-forum] Reading Comprehension Assessment | |
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Barbara Blaney <BBLANEY at chalvedon-barstable.com> wrote: >I use NFER Group Comprehension tests which have 2 sets of parallel tests which cover RA 7 years to 15+. Easy to administer and can even be used by whole classes.< In that case u do not hear the individuals read the text, so u will not know if comprehension errors are due to inaccurate reading or to lack of understanding. Are they multiple choice questions which testees have to read accurately? Or do testees have to read the questions AND write the answers. Presumably it is a timed test. Mary Kelly <mary.kelly4 at ntlworld.com> wrote >Neale, because it tests comprehension independently of word recognition ... but I think the ceiling is about age 12 (?).< 12-6 I think. With Neale, one could, and presumably still can, tell testees words they read wrongly, which gives them more chance in the oral comprehension question and answer. U get an accuracy score which makes interesting comparison with the comprehension score. And u can have a speed of reading score (no time limit) if u can manage the stop watch as well as recording errors! One had to cover the text but leave the picture in view while the testee was answering the questions. There was also a similar New Macmillan Reading Analysis, possibly no longer available. U could not tell testees reading errors, so they floundered on, one error leading to another. I think testees could look back thru the text for the answers. It would be interesting if someone could use NFER group and Neale with the same pupils and compare the scores. Jean ----------------------------------------- Jean Hutchins, SE Surrey DA. RSA Dip SpLD, AMBDA, retired. E-mail: jeanhutchins1 at ntlworld.com British Dyslexia Association Web: www.bdadyslexia.org.uk Also into spelling reform: www.simplifiedspelling.org ------------------------------------------------------------------------- |
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