Establishing reliable procedures for rating ell students’ reading comprehension using oral retellings

Reading Research and Instruction

Volumn 43, Issue 2, 2003, Pages 65-86

  Sudweeks, Richard R ^a   Glissmeyer, Connie B ^a   Morrison, Timothy G ^a   Wilcox, Bradley R ^a   Tanner, Mark W ^a  

^a BRIGHAM YOUNG UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 10444290564     PISSN: 08860246     EISSN: None     Source Type: Journal    
DOI: 10.1080/19388070409558405     Document Type: Article

References (46)

1. Aiken, L. R. (1996). Rating scales and checklists. New York: John Wiley.
2. Berhardt, E. B. (1983). Testing foreign language reading comprehension: The immediate recall protocol. Unterrichtspraxis, 16, 27-33.
3. Bernhardt, E. B. (1985). Reconstructions of literary texts by learners of German. In M. Heid (Ed.), New Yorker Werkstattgesprach 1984: Literarische texte im Fremdsprachenunterricht (pp. 255-289). Munich, Germany: Kemmler and Hoch.
4. Bernhardt, E. B. (1990). A model of L2 text reconstruction: The recall of literary text by learners of German. In A. Labarca & L. Bailey (Eds.), Issues in L2: Theory as practice/practice as theory (pp. 21-43). Norwood, NJ: Ablex.
5. Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.
6. Brennan, R. L. (1983). Elements of generalizability theory. Iowa City, IA: American College Testing Program.
7. Brennan, R. L. (1996). Generalizability of performance assessments. In G. W. Phillips (Ed.), Technical issues in large-scale performance assessment (pp. 19-58). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
8. Brennan, R. L. (2001). Generalizability theory. New York: Springer-Verlag.
9. Brennan, R. L., & Johnson, E. G. (1995). Generalizability of performance assessments. Educational Measurement: Issues and Practice, 14 (4), 9-12, 27.
10. Brown, H., & Camboume, B. (1987). Read and retell: A strategy for the whole-language/natural learning classroom. Portsmouth, NH: Heinemann.
11. Clark, C. H. (1982). Assessing free recall. The Reading Teacher, 35, 434-439.
12. Cooper, W. H. (1981). Ubiquitous halo. Psychological Bulletin, 90, 218-244.
13. Crick, J. E., & Brennan, R. L. (1983). Manual for GENOVA: A generalized analysis of variance system (ACT Technical Bulletin No. 43). Iowa City: American College Testing.
14. Cronbach, L. J., Gleser, G. C., Nanda, H., & Rajaratnam, N. (1972). The dependability of behavioral measurements. New York: John Wiley.
15. Ebel, R. L. (1951). Estimation of the reliability of ratings. Psychometrika, 16, 407-424.
16. Flatow, I. (1996). Tornado in the drain. In M. A. Clarke, B. K. Dobson, & S. Silberstein (Eds.), Choice readings (pp. 160-163). Ann Arbor, MI: University of Michigan Press.
17. Fry, E. (1997). Fry’s readability graph: Clarifications, validity, and extension to level 17. Journal of Reading, 21, 292-297.
18. Fry, E. (1990). A readability formula for short passages. Journal of Reading, 33, 594-597.
19. Johnston, P. H. (1983). Reading comprehension assessment: A cognitive basis. Newark, DE: International Reading Association.
20. Johnston, P. H. (1997). Knowing literacy: Constructive literacy assessment. York, MN: Stenhouse Publishers.
21. Kane, M. (2002). Inferences about variance components and reliability-generalizability coefficients in the absence of random sampling. Journal of Educational Measurement, 39, 165-181.
22. Kintsch, W., & van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394.
23. Linn, R. (1994). Performance assessment: Policy promises and technical measurement standards. Educational Researcher, 23 (9), 4-14.
24. Lipson, M. Y., & Wixson, K. K. (1991). Assessment and instruction of reading disability: An interactive approach. New York: Harper Collins.
25. Meyer, B. J. F., & Rice, G. E. (1984). The structure of text. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research, (Vol. I, pp. 319-351). New York: Longman.
26. Morrow, L. M. (1985). Reading and retelling stories: Strategies for emergent readers. The Reading Teacher, 38, 870-875.
27. Morrow, L. M. (1986). Effects of structural guidance in story retelling on children’s dictation of original stories. Journal of Reading Behavior, 18 (2), 135-152.
28. Morrow, L. M. (1988). Retelling stories as a diagnostic tool. In S. Glazer, L. Searfoss, & L. Gentile (Eds.), Re-examining reading diagnosis (pp. 128-149). Newark, DE: International Reading Association.
29. Morrow, L. M. (1996). Story retelling: A discussion strategy to develop and assess comprehension. In L. B. Gambrell & J. R. Almasi (Eds.), Lively discussions! Fostering engaged reading (pp. 265-285). Newark, DE: International Reading Association.
30. Oosterhoff, A. (1996). Developing and using classroom assessments. Englewood Cliffs, NJ: Merrill.
31. Parkes, J. (2001). The role of transfer in the variability of performance assessment scores. Educational Assessment, 7 (2), 143-164.
32. Ruddell, R. B. (1999). Teaching children to read and write: Becoming an influential teacher. Boston: Allyn & Bacon.
33. Saal, F. E., Downey, R. G., & Lahey, M. A. (1980). Rating the ratings: Assessing the psychometric quality of rating data. Psychological Bulletin, 88, 413-428.
34. Searle, S. R. (1971). Linear models. New York: Wiley.
35. Shavelson, R. J., & Webb, N. M. (1991). Generalizability theory: A primer. Newbury Park, CA: Sage Publications.
36. Strong-Krause, D. (1995). E-CAPE. Unpublished document. Brigham Young University, Provo, UT.
37. Strabe, M. J. (2000). Reliability and generalizability theory. In L.G. Grimm & RR. Yarnold (Eds.), Reading and understanding more multivariate statistics (pp. 23-66). Washington, DC: American Psychological Association.
38. Sullivan, G. (1991). Frozen foods. In L. S. Johnson (Ed.), Reading in the content areas: Science 1 (pp. 72-76). Syracuse, NY: New Readers Press.
39. Swanson, D. B., Norman, G. R., & Linn, R. L. (1995). Performance-based assessment: Lessons from the health professions. Educational Researcher, 24(5), 5-11,35.
40. Thompson, B. (2002). A brief introduction to generalizability theory. In B. Thompson (Ed.), Score reliability: Contemporary thinking on reliability issues (pp. 43-58). Thousand Oaks, CA: Sage.
41. Tompkins, G. E. (1997). Literacy for the 21st century: A balanced approach. Upper Saddle River, NJ: Merrill.
42. Vacca, R. T., & Vacca, J. L. (1998). Content area reading (4th ed.). Glenview, IL: Scott Foresman.
43. Valencia, S. W. (1998). Literacy portfolios in action. Fort Worth, TX: Harcourt Brace College Publishers.
44. Valencia, S. W., Hiebert, E. H., & Afflerbach, P. P. (1994). Realizing the possibilities of authentic assessment: Current trends and future issues. In S. W. Valencia, E. H. Hiebert, & P. P. Afflerbach (Eds.), Authentic reading assessment: Practices and possibilities (pp. 286-300). Newark, DE: International Reading Association.
45. Webb, N. M., Rowley, G. L., & Shavelson, R. J. (1988). Using generalizability theory in counseling and development. Measurement and Evaluation in Counseling and Development, 21, 81-90.
46. Weinstein, G. W. (1991). Making ends meet. In L. S. Johnson (Ed.), Reading in the content areas: Social studies 1 (pp. 82-85). Syracuse, NY: New Readers Press.