Show simple item record

dc.contributor.authorWoolley, Garyen_US
dc.contributor.editorKevin Wheldall and Aliso Madelaineen_US
dc.date.accessioned2017-04-04T16:44:08Z
dc.date.available2017-04-04T16:44:08Z
dc.date.issued2008en_US
dc.date.modified2009-03-12T06:33:36Z
dc.identifier.issn1940-4158en_US
dc.identifier.doi10.1080/19404150802093729en_AU
dc.identifier.urihttp://hdl.handle.net/10072/21667
dc.description.abstractThere are many environmental and personal factors that contribute to reading success. Reading comprehension is a complex interaction of language, sensory perception, memory, and motivational aspects. However, most existing assessment tools have not adequately reflected the complex nature of reading comprehension. Good assessment requires a multifaceted approach to reading diagnosis and flexible interventions in order to cater for individual learning needs. In recent times, the Four Roles Model has enabled educators to broaden the focus of literacy programs in many Australian schools. Such a focus can provide a framework to better understand the complex nature of reading comprehension and its various situational applications. This discussion investigates the educational issues for the assessment of students with reading comprehension difficulties and suggests appropriate principles and strategies that teachers can apply to inform assessment and teaching practice.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://www.informaworld.com/smpp/title~content=t785044966en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom51en_US
dc.relation.ispartofpageto62en_US
dc.relation.ispartofissue1en_AU
dc.relation.ispartofjournalAustralian Journal of Learning Difficultiesen_US
dc.relation.ispartofvolume13en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode380102en_US
dc.titleThe assessment of reading comprehension difficulties for reading interventionen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2008 Taylor & Francis. Please refer to the journal link for access to the definitive, published version.en_AU
gro.date.issued2008
gro.hasfulltextNo Full Text


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record