Výsledky vyhledávání

Though the designers may claim otherwise, the vast majority of reading comprehension instruments measure a students mastery of specific skills, such as decoding or phonological awareness, rather than their ability to extract meaning from text. This a

Externí odkaz: https://doaj.org/article/c977173b67b74366ac7cd24938a41f93

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Akademický článek

Assessment of a Reading Comprehension Instrument as It Relates to Cognitive Abilities as Defined by Bloom's Revised Taxonomy

Autor: Lorraine Dagostino, James Carifio, Jennifer D. C. Bauer, Qing Zhao, Nor Hashimah Hashim

Publikováno v: Current Issues in Education, Vol 17, Iss 1 (2014)

More often than not, the assessment of literacy has focused upon how well readers attain various levels of reading comprehension or demonstrate proficiency with specific reading skills rather than reveal a readers cognitive abilities as reflected in

Externí odkaz: https://doaj.org/article/c4a014f4b9e240a9b0b98103a026507e

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Akademický článek

Cross-Cultural Reading Comprehension Assessment in Malay and English as it Relates to the Dagostino-Carifio Model of Reading Comprehension

Autor: Lorraine Dagostino, James Carifio, Jennifer D. C. Bauer, Qing Zhao

Publikováno v: Current Issues in Education, Vol 16, Iss 1 (2013)

The review of existing literature suggests that few researchers have adopted cross-language comparisons to explore how cultural background affects the assessment of reading comprehension of students. In this present study, the researchers independent

Externí odkaz: https://doaj.org/article/0bb3e35d1f244c7095336a9c7ff6275e

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