Citation

Linking reading components and prose tasks

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Abstract:

The so-called prose tasks pertain to the comprehension of continuous texts, which, “conventionally, (…) are formed of sentences organized into paragraphs. In these texts, organization occurs by paragraph setting, indentation, and the breakdown of text into a hierarchy signalled by headings that help the reader recognize the organization of the text. Text types are standard ways of organizing the contents of and author’s purpose for continuous texts.” These types include: description, narration, exposition, argumentation, instruction, etc.
The prose domain in LAMP includes 26 open-ended but dichotomously scored items of varying difficulty, spread across several instruments. They are based mostly on authentic stimuli, and entail tasks that would be useful in real-life situations.
Item Response Theory will be used to produce estimates of difficulty and discrimination for each prose item, based on the two-parameter model, and these item estimates are in turn used to produce estimates for the ability of respondents’ subgroups. Correlations will be computed between these prose ability estimates and several reading components measures ranging from letter naming, word identification and oral vocabulary to sentence processing. Finally, the prose ability score will be regressed on those reading components measures.
This analysis will show how the ability to perform prose tasks in real life is rooted on basic reading skills: it will shed light on the question pertaining which level of command of those basic skills is required in order to perform real-life tasks.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493468_index.html
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MLA Citation:

Tay-Lim, Brenda. and Cardoso, Manuel. "Linking reading components and prose tasks" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493468_index.html>

APA Citation:

Tay-Lim, B. S. and Cardoso, M. "Linking reading components and prose tasks" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493468_index.html

Publication Type: Panel Paper
Abstract: The so-called prose tasks pertain to the comprehension of continuous texts, which, “conventionally, (…) are formed of sentences organized into paragraphs. In these texts, organization occurs by paragraph setting, indentation, and the breakdown of text into a hierarchy signalled by headings that help the reader recognize the organization of the text. Text types are standard ways of organizing the contents of and author’s purpose for continuous texts.” These types include: description, narration, exposition, argumentation, instruction, etc.
The prose domain in LAMP includes 26 open-ended but dichotomously scored items of varying difficulty, spread across several instruments. They are based mostly on authentic stimuli, and entail tasks that would be useful in real-life situations.
Item Response Theory will be used to produce estimates of difficulty and discrimination for each prose item, based on the two-parameter model, and these item estimates are in turn used to produce estimates for the ability of respondents’ subgroups. Correlations will be computed between these prose ability estimates and several reading components measures ranging from letter naming, word identification and oral vocabulary to sentence processing. Finally, the prose ability score will be regressed on those reading components measures.
This analysis will show how the ability to perform prose tasks in real life is rooted on basic reading skills: it will shed light on the question pertaining which level of command of those basic skills is required in order to perform real-life tasks.


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Understanding Comprehension: Assessing a Variety of Children’s Reading Comprehension Skills and Linking Comprehension Questions to Amount of Text Read


 
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