Sentence examples for measures of reading from inspiring English sources

Twins completed two measures of reading comprehension: the Reading Comprehension subtest of the Peabody Individual Achievement Test (PIATrc; Markwardt, 1997) and the GOAL Formative Assessment in Literacy for Key Stage 3 (Global Online Assessment for Learning, 2002).

The Neale Analysis of Reading Ability test (NARA; Neale, 1997) yielded measures of reading accuracy, reading comprehension and reading rate.

The purpose of this research was to investigate the incremental and concurrent validity of formative assessment measures of reading comprehension.

Others,however, have found that the students of TFA teachers score lower than those of traditionally certified teachers, particularly in measures of reading.

It was hypothesized that formative measures of reading comprehension would contribute more to our understanding of students' overall reading abilities than simply oral reading fluency (ORF).

Four formative measures of reading comprehension – maze (MZ), retell fluency (RTF), written retell (WRT), and sentence verification technique (SVT) – were used to measure unique aspects of reading comprehension through production-type responses.

The measures of reads per kilobase of exon model per million mapped reads (RPKM) [ 63, 64] or fragments per kilobase of transcript per million mapped reads (FPKM) for paired-end reads [ 65] offer normalization for coding-RNA length and the total number of reads, providing an analog of the relative molar concentrations of transcripts.

At the end of the interview, participants completed the Wide Range Achievement Test-3 Reading Subtest (WRAT) as a gross measure of reading ability [ 17].

Standard scores on the Woodcock Johnson Basic Reading Composite, an untimed measure of reading accuracy, improved significantly over the course of the intervention (F 1,77) = 59.75, p < 10−10, linear mixed effect model with a fixed effect of intervention time, in hours, and a random effect of subject).

One additional group, made up of respondents who passed the ICT screener but failed the cognitive screener, were given just the paper-based measure of reading components.9.9

Because of this, it has been frequently used as a measure of reading comprehension for both research and testing purpose (e.g., Cohen 1994; Yu 2008).