The assessment of reading comprehension difficulties for reading intervention

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Woolley, Gary
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Kevin Wheldall and Aliso Madelaine

Date
2008
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Abstract

There 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.

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Australian Journal of Learning Difficulties

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13

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1

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© 2008 Taylor & Francis. Please refer to the journal link for access to the definitive, published version.

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Specialist Studies in Education

Cognitive Sciences

Linguistics

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