A CONSTRUCT MODELING APPROACH TO THE ASSESSMENT OF READING COMPREHENSION FOR ADOLESCENT READERS

Abstract

This article describes the development of an assessment system for adolescent reading comprehension. It presents a research context—a reading intervention implemented in middle and high schools in an urban district—which became the impetus for the work. The article outlines the organizational principles of construct modeling that guided the design of the measures and describes the theory and research on adolescent reading that formed the basis of the work. It outlines the technical aspects of the measurement system and the methodology used to analyze internal and external validity. The curriculum-embedded assessment profiled in this study informs teachers about student learning. It also grou..