Testing Adult Basic Education Students for Reading Ability and Progress: How Many Tests to Administer?

Autor/inn/en	Greenberg, Daphne; Levy, Susan R.; Rasher, Sue; Kim, Yoonsang; Carter, Sarah Deardorff; Berbaum, Michael L.
Titel	Testing Adult Basic Education Students for Reading Ability and Progress: How Many Tests to Administer?
Quelle	In: Adult Basic Education and Literacy Journal, 4 (2010) 2, S.96-103 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-2322
Schlagwörter	Adult Basic Education; Program Effectiveness; Reading Ability; Reading Tests; Reading Achievement; Achievement Gains; Adult Literacy; Pretests Posttests; Multitrait Multimethod Techniques; Equated Scores + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Reading competence; Lesekompetenz; Lesetest; Leseleistung; Achievement gain; Leistungssteigerung
Abstract	This study examines the relationship between TABE-R performance and performance on selected, more focused reading component tests after 42 hours of adult education classroom instruction. Specifically, measures of expressive vocabulary, reading fluency, sight word reading, and decoding were administered to 98 participants along with the TABE-R. This study asks, "What value is added by administering additional reading component tests?" Results indicate that when tests of fluency, sight word reading, and decoding are administered with the TABE-R, similar skill level scores are obtained for all but the decoding test. (Contains 6 tables.) (As Provided).
Anmerkungen	Commission on Adult Basic Education and ProLiteracy America. 1320 Jamesville Avenue, Syracuse, NY 13210. Tel: 315-422-9121; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10