Sentence examples for measuring of reading from inspiring English sources

We also believe that other experimental methods can be usefully employed to further probe the influence of Coherence Relations on pronominal interpretation, such as those made use of in Yang et al. (1999, 2003) and the measuring of reading time with coherent and incoherent sentences when Coherence Relations are manipulated.

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).

There was a standardized measure of reading ability (WIAT-II Word Reading subtest) and a standardized measure of phonological decoding (WIAT-II Pseudoword Decoding subtest), and two IQ tests (the Raven's Coloured Progressive Matrices (Raven's CPM; Raven, 2008) and a short form of the Wechsler Intelligence Scale for Children – 3rd Edition (WISC-III; Wechsler, 1991)).

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

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].

Re "Nonfiction Curriculum Enhanced Reading Skills, Study Finds" (news article, March 12): It is instructive to know that second graders who received a Core Knowledge curriculum performed better than comparison groups on measures of reading.

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

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.

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).