An examination of summary writing as a measure of reading comprehension

Head, Martha H.; Readence, John E.; Buss, Ray R.

doi:10.1080/19388078909557982

Cited by 26 publications

(18 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In other words, writing summaries in a constructed-response format may be more in line with the construct of writing than reading. This idea is supported by the fact that the quality of student summaries have been found to vary as a function of writing ability (Head et al, 1989).…”

Section: Identify Locate and Retrieve Important Details (Literal Cosupporting

confidence: 53%

“…Not surprisingly, research has revealed that the quality of student summaries varies as a function of age, experience, and ability (Garner, 1985;Head, Readence, & Buss, 1989). For example, summaries written by less skilled comprehenders often lack consistency (McCutchen & Perfetti, 1982) and fail to adhere to the organizational structure of the text (Meyer, Brandt, & Bluth, 1980).…”

Section: Identify Locate and Retrieve Important Details (Literal Comentioning

confidence: 99%

See 1 more Smart Citation

Cognitively Based Assessment Of, For, and as Learning: A Framework for Assessing Reading Competency

O’Reilly

Sheehan

2009

ETS Research Report Series

View full text Add to dashboard Cite

This paper presents the rationale and research base for a reading competency model designed to guide the development of cognitively based assessment of reading comprehension. The model was developed from a detailed review of the cognitive research on reading and learning and a review of state standards for language arts. A survey of the literature revealed three key areas of reading competency: prerequisite reading skill, model building skill, and applied comprehension skill. Prerequisite reading skill is the ability to read text accurately and fluently. Model building skill is the ability to construct meaning from either decoded text or spoken language. Applied comprehension skill is the ability to use and apply the information contained in text for some particular purpose. The framework is discussed in terms of 7 key principles that have implications for the design of a modern assessment of reading.

show abstract

Section: Identify Locate and Retrieve Important Details (Literal Cosupporting

confidence: 53%

Section: Identify Locate and Retrieve Important Details (Literal Comentioning

confidence: 99%

Cognitively Based Assessment Of, For, and as Learning: A Framework for Assessing Reading Competency

O’Reilly

Sheehan

2009

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…If most of the concepts of an article were presented with the least number of sentences, the learner would obtain a better score. That is, the higher the score the students get, the better efficacy they have (Head et al, 1989).…”

Section: Measurement For Content Summarising Efficacymentioning

confidence: 99%

“…In addition to the rating scheme, this study adopted the formula of equation (1) for evaluating the students' content summarising efficacy. The formula is a modified version proposed by Head, Readence and Buss (1989) and adapted by Wei (2003). If most of the concepts of an article were presented with the least number of sentences, the learner would obtain a better score.…”

Section: Measurement For Content Summarising Efficacymentioning

confidence: 99%

An information-summarising instruction strategy for improving the web-based problem solving abilities of students

Hwang

Kuo

2011

AJET

View full text Add to dashboard Cite

As knowledge rapidly expands and accumulates, training and assessing students' information searching ability for solving problems on the Internet has become an important and challenging issue. This research aims to improve the web-based problem solving abilities of primary school students by employing an information summarising approach for improving their skills in using keywords and extracting proper information. Moreover, a web-based learning environment is employed to record and analyse the online information searching behaviours of students. An experiment has been conducted to evaluate the effectiveness of this innovative approach. The experimental results show that the information summarising training significantly improved the performance of the students in the experimental group in terms of using keywords, selecting information resources and extracting important content. Therefore, it was concluded that the innovative approach has a significant impact on promoting the web-based problem solving abilities of students.

show abstract

“…One promising approach to enhancing recall effectiveness that has been the subject of much research in recent years is the provision of content enhancement instructions prior to a reading task; for example, instructing the reader to generate questions while reading (Rosenshine, Meister & Chapman, 1996); read with a specific study purpose in mind (Ishiwa, Sanjose & Otero, 2013), or summarize the text (Bean & Steenwyk, 1984;Doctorow, Wittrock & Marks, 1978;Head, Readence & Buss, 1989). Previous studies have found that issuing a reader with a set of instructions that encourage deep processing during the reading task can improve their ability to answer multiple choice (MC) questions (Graesser & Lehman, 2011) and, hence, creates a clearer global mental representation of the text.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Orienting Instructions on Readers’ Ability to Recall Literal Information from Expository Texts

Alnajashi¹

2017

Journal of Educational and Social Research

View full text Add to dashboard Cite

show abstract

An examination of summary writing as a measure of reading comprehension

Cited by 26 publications

References 16 publications

Cognitively Based Assessment Of, For, and as Learning: A Framework for Assessing Reading Competency

Cognitively Based Assessment Of, For, and as Learning: A Framework for Assessing Reading Competency

An information-summarising instruction strategy for improving the web-based problem solving abilities of students

The Effects of Orienting Instructions on Readers’ Ability to Recall Literal Information from Expository Texts

Contact Info

Product

Resources

About