Literaturnachweis - Detailanzeige
| Autor/in | Hittleman, Daniel R. |
|---|---|
| Titel | Adaptive Assessment for Nonacademic Secondary Reading. |
| Quelle | (1977), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Content Area Reading; Functional Reading; Miscue Analysis; Reading Diagnosis; Reading Instruction; Reading Skills; Reading Tests; Secondary Education; Student Evaluation |
| Abstract | Adaptive assessment procedures are a means of determining the quality of a reader's performance in a variety of reading situations and on a variety of written materials. Such procedures are consistent with the idea that there are functional competencies which change with the reading task. Adaptive assessment takes into account that a lack of communication between author and reader may result from the reader's lack of knowledge or strategies for reconstructing the message or from the author's use of a style that is unfamiliar to the reader. Through an analysis of miscues--oral reading responses that deviate from the expected responses--it is possible to examine a reader's ability to reconstruct an author's message. A good way to clarify the idea of functional competency is to examine various types of reading materials encountered by high school students, including narrative writing, expository writing, and job-related reading materials. Job-related reading tasks have their own specific readability factors. To determine a student's ability to read in job-related situtations, a teacher may sample the person's reading of such materials as help-wanted advertisements, application forms, and typical business invoices. (GW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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