Volume 41, Issue 3 (2012)
Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension
Paul van den Broek and Christine A. Espin
The ability to read and comprehend texts is an essential component of successful functioning in our world. A substantial amount of information comes to us through written means, whether it is through regular print, Internet, or other media. Part of this information is for our enjoyment, part of it is vital for our basic functioning—application forms and tax forms that need to be read and filled out, instructions for operating a new car, prescription instructions, food labels, and so forth. The importance of reading is reflected in school settings, both as a primary means of conveying knowledge and as main target of instruction. Accordingly, the assessment of children's (and adults') ability to read and comprehend texts receives considerable attention, in both school and research settings.
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