A Theory-Based Approach to Reading Assessment in the Army. Technical Report 625.

Autor/inn/en	Oxford-Carpenter, Rebecca L.; Schultz-Shiner, Linda J.
Institution	Army Research Inst. for the Behavioral and Social Sciences, Alexandria, VA.
Titel	A Theory-Based Approach to Reading Assessment in the Army. Technical Report 625.
Quelle	(1984), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Armed Forces; Instructional Material Evaluation; Reading Achievement; Reading Comprehension; Reading Diagnosis; Reading Research; Theories + Suchen Sie Ihr Suchwort? Military; Militär; Leseleistung; Leseverstehen; Leseforschung; Theory; Theorie
Abstract	Noting that the United States Army Research Institute for the Behavioral and Social Sciences (ARI) has been involved in research on reading assessment in the Army from both practical and theoretical perspectives, this paper addresses practical Army problems in reading assessment from a theory base that reflects the most recent and most sound research on reading comprehension. The first two sections of the paper, which concern the importance of reading in work life and the importance of reading assessment in the Army, provide the basis for addressing the overall issue of reading assessment in the Army. The reading theories presented in the third section are helpful in generating evaluative criteria for reviewing potential measures of reading for Army use. In the fourth and fifth sections, three categories of measures are considered: civilian, military, and the special case of the Armed Services Vocational Aptitude Battery (ASVAB)--a military test of general cognitive ability with potential value as a surrogate reading measure. The sixth section deals with scoring issues that should be addressed regardless of which measure is used. The final section offers conclusions based on both theory and practice: (1) reading is important in military and civilian work life; (2) reading assessment is a highly visible and important issue in the Army; (3) reading theories--especially the interactive-inferential theory--can positively influence Army reading measurement practices; (4) reading tests differ widely in terms of psychometric characteristics and overall quality as evaluated using theory-based standards; (5) high correlations exist between ASVAB and various reading tests, although caution should be exercised when using any part of the ASVAB as a reading surrogate; and (6) available alternative grade equivalent scores should be considered for use by the Army. (A chart providing data and quality ratings on commercially developed reading tests and selected military developed reading tests is appended.) (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC