A new formative assessment technology for reading and writing

Theory into Practice

Volumn 48, Issue 1, 2009, Pages 44-52

  Landauer, Thomas K ^a,c   Lochbaum, Karen E ^b   Dooley, Scott ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b Pearson Knowledge Technologies   (United States)

^c Pearson Knowledge Technologies   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61449147001     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405840802577593     Document Type: Article

References (11)

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6. Franzke, M., Kintsch, E., Caccamise, D., Johnson, N., & Dooley, S. (2005). Summary Street: Computer support for comprehension and writing. Journal of Educational Computing Research, 33, 53-80.
7. Graham, S., & Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the Center on Accelerating Student Learning. Journal of Special Education, 39, 19-33.
8. Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato's problem: The Latent Semantic Analysis theory of the acquisition, induction and representation of knowledge. Psychological Review, 104, 211-240.
9. Landauer, T. K., Laham, D., & Foltz, P. W. (2003). Automatic essay assessment. Assessment in Education: Principles, Policy & Practice, 10, 295-308.
10. Shanahan, T. (2005). The national reading panel report: Practical advice for teachers. Naperville, IL: Learning Point Associates/North Central Regional Educational Laboratory (NCREL). (ERIC Document Reproduction Service No. ED 489 535).
11. Wade-Stein, D. & Kintsch, E. (2004). Summary Street: Interactive computer support for writing. Cognition and Instruction, 22, 333-362.