Measuring Reading Competence A Theoretical-Prescriptive Approach
Measuring Reading Competence A Theoretical-Prescriptive Approach by S. Schwartz, published by Springer US on June 4, 2013, is a softcover reprint of the original 1st edition from 1984, comprising 343 pages. This book focuses on the measurement of reading skills, aiming to present a coherent and theoretically grounded approach to assessing reading competence. It emphasizes the importance of scientific measurement in understanding reading abilities, highlighting that effective measurement goes beyond simply assigning numbers to behaviors.
Readers will find a detailed exploration of the complexities involved in measuring reading skills, as well as a critical examination of existing reading tests and their limitations. The book discusses the theoretical underpinnings necessary for valid measurement, addressing the need for a more structured approach in the field of reading research. With a focus on psychology, cognitive psychology, and education, this edition serves as a resource for those interested in the scientific analysis of reading competence and the methodologies that underpin it.
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This book concerns measuring reading skills. It is not meant to be a compre hensive survey of reading research or a review of all possible approaches to reading measurement (although considerable attention is given to both subjects). Instead, the purpose of this book is to present a coherent, theoretically based approach to measuring reading competence. The ability to measure a phenomenon is an important prerequisite for scientific analysis. As Lord Kelvin said, “One’s knowledge of science begins when he can measure what he is speaking about and express it in numbers.” Unfortunately, not just any numbers will do. Presently available reading tests provide their users with a plethora of numbers-age levels, percentiles, grade equivalents-but their scientific value is questionable. The problem is that there is more to scientific measurement than merely assigning numbers to arbitrarily chosen behaviors. Scientific measurement occurs only within the confines of a theory, and most reading tests are atheoretical. Recent years have witnessed an explosive growth in reading research.
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