Academic Bibliography

 Search 200 years of publications by Ghent University researchers.
Advanced search
1 file | 1.73 MB
Add to list
  1. Search results
  2. The development of the reading compre...

The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students

Rielke Bogaert (UGent) , Emmelien Merchie (UGent) , Koen Aesaert (UGent) and Hilde Van Keer (UGent)
(2023) FRONTIERS IN EDUCATION. 8.
Author
Organization
Abstract
Notwithstanding reading comprehension is a key competence in today’s society, many late elementary students struggle with it. In this respect, effective instructional incentives are required to foster students’ reading comprehension. However, appropriate assessment instruments to monitor students’ reading comprehension on a regular basis and to make substantiated instructional decisions are lacking. Therefore, a Reading Comprehension – Progress Monitoring tool was developed, consisting of six parallel tests equivalent in difficulty and length. To this aim, classical test theory analyses, item response theory analyses, and automated test assembly were conducted (n = 3,269 students). Suggestions for future research and practice are discussed.
Keywords
Education, reading comprehension, late elementary education, progress monitoring assessment, test development, item response theory, CURRICULUM-BASED MEASUREMENT, ITEM RESPONSE THEORY, FLUENCY, INTERVENTION, INSTRUCTION, ACHIEVEMENT, ASSESSMENTS, PREDICTION, MOTIVATION

Downloads

  • Download
    feduc-08-1066837.pdf
    • full text (Published version)
    • |
    • open access
    • |
    • PDF
    • |
    • 1.73 MB

Citation

Please use this url to cite or link to this publication:

MLA
Bogaert, Rielke, et al. “The Development of the Reading Comprehension : Progress Monitoring (RC-PM) Tool for Late Elementary Students.” FRONTIERS IN EDUCATION, vol. 8, 2023, doi:10.3389/feduc.2023.1066837.
APA
Bogaert, R., Merchie, E., Aesaert, K., & Van Keer, H. (2023). The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students. FRONTIERS IN EDUCATION, 8. https://doi.org/10.3389/feduc.2023.1066837
Chicago author-date
Bogaert, Rielke, Emmelien Merchie, Koen Aesaert, and Hilde Van Keer. 2023. “The Development of the Reading Comprehension : Progress Monitoring (RC-PM) Tool for Late Elementary Students.” FRONTIERS IN EDUCATION 8. https://doi.org/10.3389/feduc.2023.1066837.
Chicago author-date (all authors)
Bogaert, Rielke, Emmelien Merchie, Koen Aesaert, and Hilde Van Keer. 2023. “The Development of the Reading Comprehension : Progress Monitoring (RC-PM) Tool for Late Elementary Students.” FRONTIERS IN EDUCATION 8. doi:10.3389/feduc.2023.1066837.
Vancouver
1.
Bogaert R, Merchie E, Aesaert K, Van Keer H. The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students. FRONTIERS IN EDUCATION. 2023;8.
IEEE
[1]
R. Bogaert, E. Merchie, K. Aesaert, and H. Van Keer, “The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students,” FRONTIERS IN EDUCATION, vol. 8, 2023.
@article{01H11V1RQKRJGXHWBEE7PTKEHP,
  abstract     = {{Notwithstanding reading comprehension is a key competence in today’s society, many late elementary students struggle with it. In this respect, effective instructional incentives are required to foster students’ reading comprehension. However, appropriate assessment instruments to monitor students’ reading comprehension on a regular basis and to make substantiated instructional decisions are lacking. Therefore, a Reading Comprehension – Progress Monitoring tool was developed, consisting of six parallel tests equivalent in difficulty and length. To this aim, classical test theory analyses, item response theory analyses, and automated test assembly were conducted (n = 3,269 students). Suggestions for future research and practice are discussed.}},
  articleno    = {{1058380}},
  author       = {{Bogaert, Rielke and Merchie, Emmelien and Aesaert, Koen and Van Keer, Hilde}},
  issn         = {{2504-284X}},
  journal      = {{FRONTIERS IN EDUCATION}},
  keywords     = {{Education,reading comprehension,late elementary education,progress monitoring assessment,test development,item response theory,CURRICULUM-BASED MEASUREMENT,ITEM RESPONSE THEORY,FLUENCY,INTERVENTION,INSTRUCTION,ACHIEVEMENT,ASSESSMENTS,PREDICTION,MOTIVATION}},
  language     = {{eng}},
  pages        = {{19}},
  title        = {{The development of the reading comprehension : progress monitoring (RC-PM) tool for late elementary students}},
  url          = {{http://doi.org/10.3389/feduc.2023.1066837}},
  volume       = {{8}},
  year         = {{2023}},
}
Altmetric
View in Altmetric