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The effects of formative reading assessments closely linked to classroom texts on high school reading comprehension

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Abstract

Older student reading of informational texts like those found in most high school classrooms continue to be a concern. College entrance exams scores attest to the fact that this age group of readers remain largely unprepared for the rigorous, discipline area reading and comprehension demands of higher education. In response to this issue content area teachers have been encouraged to teach reading skills for their subject matter. Standard reading instruction tools have included reading guides and summative reading assessments. This study sought to compare the effects of standard reading pedagogy with computerized, formative reading assessments given to students as they read. The largest publisher of high school textbooks, Pearson Prentice-Hall, and the publisher of the high school government text used in this study currently does not have in place digital, formative reading assessments tracking section by chapter section. High school seniors in nine sections of American Government under two different instructors participated in this mixed method, quasiexperimental study. Results indicate a significant difference in content comprehension with the formative assessment pedagogy. Survey and questionnaire responses suggest students thought they read better and were more motivated to read responding to computerized formative assessments (CBA’s) that closely tracked their subject matter textbooks.

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Author notes

  1. Diana S. Hooley

    Present address: , 26796 Indian Cove Lane, Hammett, ID, USA

  2. Justin Thorpe

    Present address: Salt Lake Community College, 4600 S. Redwood Rd., Salt Lake City, UT, 84123, USA

Authors and Affiliations

  1. College of Education, Idaho State University, 921 S. 8th Ave., Pocatello, ID, 83209, USA

    Diana S. Hooley & Justin Thorpe

  2. College of Education, Boise State University, 1600 University Dr., Boise, ID, 83725, USA

    Diana S. Hooley

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  1. Diana S. Hooley
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  2. Justin Thorpe
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Correspondence to Diana S. Hooley.

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Hooley, D.S., Thorpe, J. The effects of formative reading assessments closely linked to classroom texts on high school reading comprehension. Education Tech Research Dev 65, 1215–1238 (2017). https://doi.org/10.1007/s11423-017-9514-5

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