Skip to main content
SpringerLink
Log in

Measuring Reading Competence

A Theoretical-Prescriptive Approach

  • Book
  • © 1984

Overview

Authors:
  1. Steven Schwartz

    1. University of Queensland, St. Lucia, Australia

    View author publications

    You can also search for this author in PubMed   Google Scholar

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (9 chapters)

  1. Front Matter

    Pages i-xi
    Download chapter PDF

  2. Introduction

    1. Front Matter

      Pages 1-1
      Download chapter PDF

    2. The Problem with Reading Tests

      • Steven Schwartz
      Pages 3-8

  3. The Current Scene

    1. Front Matter

      Pages 9-9
      Download chapter PDF

    2. Reading Research and Theory

      • Steven Schwartz
      Pages 11-39

    3. Reading Tests Today

      • Steven Schwartz
      Pages 40-77

    4. Information-Processing Skills in Reading

      • Steven Schwartz
      Pages 78-110

  4. Theoretically Based Reading Measures

    1. Front Matter

      Pages 111-111
      Download chapter PDF

    2. Theoretically Based Decoding Measures

      • Steven Schwartz
      Pages 113-151

    3. A Theoretically Based Comprehension Measure

      • Steven Schwartz
      Pages 152-172

  5. Testing and Instruction

    1. Front Matter

      Pages 173-173
      Download chapter PDF

    2. Applications of Tests in Reading Instruction

      • Steven Schwartz
      Pages 175-201

    3. What the Future Holds

      • Steven Schwartz
      Pages 202-217

  6. Technical Specifications

    1. Front Matter

      Pages 219-219
      Download chapter PDF

    2. Specifications for Implementing the Tests

      • Steven Schwartz
      Pages 221-313

  7. Back Matter

    Pages 314-343
    Download chapter PDF
Back to top

Keywords

About this book

This book concerns measuring reading skills. It is not meant to be a compre­ hensive survey of reading research or a review of all possible approaches to reading measurement (although considerable attention is given to both subjects). Instead, the purpose of this book is to present a coherent, theoretically based approach to measuring reading competence. The ability to measure a phenomenon is an important prerequisite for scientific analysis. As Lord Kelvin said, "One's knowledge of science begins when he can measure what he is speaking about and express it in numbers." Unfortunately, not just any numbers will do. Presently available reading tests provide their users with a plethora of numbers-age levels, percentiles, grade equivalents-but their scientific value is questionable. The problem is that there is more to scientific measurement than merely assigning numbers to arbitrarily chosen behaviors. Scientific measurement occurs only within the confines of a theory, and most reading tests are atheoretical. Recent years have witnessed an explosive growth in reading research.

Authors and Affiliations

  • University of Queensland, St. Lucia, Australia

    Steven Schwartz

Bibliographic Information

  • Book Title: Measuring Reading Competence

  • Book Subtitle: A Theoretical-Prescriptive Approach

  • Authors: Steven Schwartz

  • DOI: https://doi.org/10.1007/978-1-4899-0387-7

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 1984

  • Hardcover ISBN: 978-0-306-41749-8Published: 31 January 1985

  • Softcover ISBN: 978-1-4899-0389-1Published: 04 June 2013

  • eBook ISBN: 978-1-4899-0387-7Published: 29 June 2013

  • Edition Number: 1

  • Number of Pages: XI, 343

  • Topics: Cognitive Psychology, Education, general

Publish with us

Policies and ethics

Back to top

Search

Navigation