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The Clearing House: A Journal of Educational Strategies, Issues and Ideas Volume 72, 1998 - Issue 2
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Special Section: Reading Comprehension as a Social Act—Implications for Secondary Schools

Two Steps Forward, Three Steps Back: The Stormy History of Reading Comprehension Assessment

Loukia Sarroub
&
P. David PearsonView further author information
Pages 97-105 | Published online: 03 Apr 2010
 
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Notes on contributors

P. David Pearson

Loukia Sarroub is a Ph.D. candidate in the Department of Teacher Education at Michigan State University, with concentrations in both educational policy and social analysis and literacy education. P. David Pearson holds the John A. Hannah Distinguished Professorship of Education in the College of Education at Michigan State University, where he is a member of the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education.

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Related Research Data

Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test:
Source: (:unav)
Reading Across Mediums: Effects of Reading Digital and Print Texts on Comprehension and Calibration
Source: Informa UK Limited
Examining the Structure of Reading Comprehension: Do Literal, Inferential, and Evaluative Comprehension Truly Exist?.
Source: Springer Science and Business Media LLC

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