Measurement of understanding under specified text, question, response and timing conditions. An inference about general comprehension requires adequate sampling and evidence that the score is not dominated by an unintended demand.[ref]
Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension by Janice M. Keenan and others. Scientific Studies of Reading 12, 281–300; five measures, differential decoding/listening dependence and developmental changes
The Woodcock–Johnson Passage Comprehension subtest measures understanding of written material through tasks including supplying a missing word in context. The cloze test format draws on both recognizing the printed words and using syntactic and semantic information. It therefore samples a particular set of demands rather than every aspect of understanding a long text. Version and score type must be identified when comparing results across studies. [ref]
Assessment Plan for Evaluating Dyslexia by Riverside Insights. Passage Comprehension description: syntactic and semantic cues for a missing word
The Peabody Individual Achievement Test is an individually administered achievement battery. In the reading-comprehension comparison, participants read text and selected a corresponding picture, giving a response format different from oral retelling or answering open questions. The example illustrates why tests sharing the name reading comprehension can depend differently on word decoding and linguistic comprehension. Findings about one subtest or edition should not be generalized to the whole battery without checking its content. [ref]
Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension by Janice M. Keenan and others. 2008, Methods: PIAT Reading Comprehension and cross-test comparison
The Qualitative Reading Inventory is an assessment resource using graded word lists and passages to examine reading accuracy, rate and comprehension in oral and silent reading. Passage retelling and answers to questions provide different kinds of evidence about understanding. Comparing these with word-list performance can help separate decoding difficulty from difficulty constructing meaning, while keeping the demands of the particular passage and response format explicit. [ref]
Qualitative Reading Inventory documentation by Pearson. Seventh edition publisher description, word lists, passages and oral/silent reading
The Gray Oral Reading Test assesses oral reading using passage performance and comprehension questions. In the fifth edition, rate is based on reading time, accuracy on correct word production, and fluency combines rate and accuracy; a further index combines fluency and comprehension. These quantities answer different questions, so an overall index should not be substituted for a specific comprehension result. The edition matters because questions and scoring can change. [ref]
Gray Oral Reading Tests documentation by PAR. GORT-5, Test structure: rate, accuracy, fluency, comprehension and Oral Reading Index
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