Historical view of the influences of measurement and reading theories on the assessment of reading.
The purpose of this study is to briefly explore the interactions among measurement theories, reading theories, and measurement practices from an historical perspective. The assessment of reading provides a useful framework for examining how theories influence, and in some cases fail to influence, the practice of reading assessment as operationalized in reading tests. The first section describes a conceptual framework for examining the assessment of reading. Next I describe the major research traditions in measurement theory that have dominated measurement practice during the 20th century. In the next section I briefly introduce major reading theories. Next, I bring together the previous two sections in order to examine the adequacy of the proposed conceptual framework for examining the assessment of reading. This section includes criticism of measurement theory by selected reading theorists. It also provides a brief history of the use of Rasch measurement theory to calibrate reading tests. Finally, the main points of the study are summarized and discussed. It should be recognized that this study represents a preliminary analysis of these issues.
Engelhard
G
G
Division of Educational Studies, North Decatur Building, Emory University, Atlanta, GA 30322, USA. gengelh@emory.edu
D001077:Aptitude Tests / Q000266:history*; D004410:Dyslexia / Q000175:diagnosis / Q000266:history; D049673:History, 20th Century; D006801:Humans; D008960:Models, Psychological; D011594:Psychometrics / Q000266:history; D011932:Reading