Comprehending the Gray Oral Reading Test Without Reading It: Why Comprehension Tests Should Not Include Passage-Independent Items
By J. Keenan, Rebecca S. Betjemann. 2006
168 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/1a5a1652bff4486355c78553dc3fbdfaa1dfc142
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- K. Cain
- J. R. García
- Selma Babayiğit
- Frances Conners
- Lesly Wade-Woolley
- Debra Jared
- B. A. Levy
- R. Olson
In Developmental and Educational Psychology
- J. R. García
- K. Cain
- Frances Conners
- Selma Babayiğit
- P. W. van den Broek
- C. Espin
- Lesly Wade-Woolley
- Debra Jared
Citations in the corpus
- Underserved and Unprepared: Postsecondary Learning Disabilities (2007, unknown): “Recently, Keenan and Betjemann (2006) examined the validity of the Gray Oral Reading Test comprehension score and obtained similar findings.”
- The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, background): “General limitations and future research The way in which text comprehension is assessed may have direct implications for the observed pattern of results (Andreassen & Bråten, 2009; Cutting & Scarborough, 2006; Keenan & Betjemann, 2006).”
- Decoding and Reading Comprehension (2014, background): “Passage-independent questions can be answered from general knowledge and, as Keenan and Betjemann (2006) have shown, do not require reading of the actual text (see also Coleman, Lindstrom, Nelson, Lindstrom, & Gregg, 2010).”
- Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “For our 1 Keenan and Betjemann (2006) have provided evidence that the GORT contains comprehension questions that can be answered with above-chance accuracy without reading the relevant passage.”
- Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension (2012, background): “…these tests often can be answered without reading the text, and a lack of consistency in the rank ordering of students’ scores among different tests (e.g., Cutting & Scarborough, 2006; Keenan & Betjemann, 2006; Keenan, Betjemann, & Olson, 2008; Keenan & Meenan, in press; Nation & Snowling, 1997).”
- Reading Comprehension Tests Vary in the Skills They Assess: Differential Dependence on Decoding and Oral Comprehension (2008, background): “Keenan and Betjemann (2006) recently showed that most of the GORT items can be answered with above-chance accuracy without even reading the passages.”
- Attentional control and the Simple View of reading (2009, background): “In addition, because the passages are limited to single sentences, the measure is less influenced by a child’s background knowledge (see Keenan & Betjemann, 2006 ).”