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Synopsis
This volume emerged from an October 2002 conference held at the U. of Michigan examining what it means to understand text and how comprehension can be assessed. Seventeen chapters are organized into sections on the historical and theoretical foundations of the study of reading comprehension, developmental and motivational factors, assessment in school contexts, and large-scale assessments. A sampling of topics: the RAND Reading Study Group vision, spurious and genuine correlates of children's reading comprehension, using study groups and reading assessment data to improve reading instruction within a school, and the use of multiple item formats to assess reading comprehension. Annotation ©2004 Book News, Inc., Portland, OR