Principle 2: Both breadth and depth of vocabulary knowledge are essential for understanding (Anderson & Freebody, 1981 Deane, 2012 Nagy & Scott, 2000 Ouellet, 2006).Principle 1: Print skills and linguistic comprehension are both necessary components of reading comprehension proficiency, though neither individually is sufficient to ensure proficiency (Adlof, Catts, & Little, 2006 Duke & Carlisle, 2011 Gough & Tunmer, 1986 Hoover & Gough, 1990 Vellutino, Tunmer, Jaccard, & Chen, 2007).The first three principles are particularly relevant to the design of the RISE battery. From recent reviews of the research literature (O'Reilly & Sabatini, 2013 O'Reilly & Sheehan, 2009 Sabatini & O'Reilly, 2013 Sabatini, O'Reilly, & Deane, 2013), the Common Core State Standards (Council of Chief State School Officers & National Governors Association, 2010), the Partnership for 21st Century Skills ( 2004, 2008), and other seminal efforts in assessment innovation (Bennett, 2011 Bennett & Gitomer, 2009 Gordon Commission, 2013 Pellegrino, Chudowsky, & Glaser, 2001), Sabatini and O'Reilly ( 2013) extracted a number of common themes in the reading research literature that are articulated in six principles to guide development of a reading assessment framework. Reading comprehension is a complex construct that involves the coordination of a number of theoretically integrated processes (Perfetti & Adlof, 2012).
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