Measuring Beginner Reading Skills : An Empirical Evaluation of Alternative Instruments and their Potential Use for Policymaking and Accountability in Peru

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dc.creatorKudo, Ines
dc.creatorBazan, Jorge
dc.date2012-03-19T19:08:15Z
dc.date2012-03-19T19:08:15Z
dc.date2009-01-01
dc.date.accessioned2026-07-01T01:06:37Z
dc.descriptionBased on analysis of reading performance data from 475 third-graders in Peru, this study makes recommendations on improving reading tests, choice of reading standards, and how to present the results at the school and individual levels. The paper reviews the literature on using reading skills measurement in the early grades to guide policymaking, strengthen accountability, and improve education quality. It uses data generated from the same students using two common approaches to measuring reading skills: an individually-administered oral fluency test, and a group-administered written comprehension test designed by the Ministry of Education for the 2006 universal standard test of second grade reading comprehension. These two approaches have sometimes been presented as competing alternatives, but the paper shows that it is better if they are used together, as complements. Based on psychometric analysis, the paper shows that both the oral and written tests adequately measured students' reading abilities. The results show that reading fluency and comprehension are correlated: fluent readers are more likely to understand what they read than non-fluent readers. The strength of the fluency-comprehension relationship depends on the level of fluency, the difficulty of the questions, and social characteristics of the school. The paper recommends using improved versions of both tests to evaluate early grade reading skills, as a central element of a system of accountability for results. It proposes a model for reporting test results desgned to highlight the importance of reading standards, mobilize the education community to reach them, track progress, and identify students in need of extra support.
dc.formatapplication/pdf
dc.formattext/plain
dc.identifierhttp://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000158349_20090107163618
dc.identifierhttps://hdl.handle.net/10986/4010
dc.identifierhttps://doi.org/10.1596/1813-9450-4812
dc.identifier.urihttp://hdl.handle.net/123456789/415282
dc.languageEnglish
dc.relationPolicy Research working paper ; no. WPS 4812
dc.rightsCC BY 3.0 IGO
dc.rightshttp://creativecommons.org/licenses/by/3.0/igo/
dc.rightsWorld Bank
dc.subjectACADEMIC PERFORMANCE
dc.subjectACCESS TO EDUCATION
dc.subjectACCESS TO PRESCHOOL
dc.subjectACCESS TO PRESCHOOL EDUCATION
dc.subjectACHIEVEMENT
dc.subjectACHIEVEMENTS
dc.subjectADDITION
dc.subjectADULTS
dc.subjectASSESSMENT OF LITERACY
dc.subjectAVERAGE SCORE
dc.subjectBASIC SKILLS
dc.subjectCLASSROOM
dc.subjectCLASSROOM LEVEL
dc.subjectCLASSROOMS
dc.subjectCOGNITIVE DEVELOPMENT
dc.subjectCOMPLEXITY
dc.subjectCONTEXTUAL FACTORS
dc.subjectCOOPERATIVE LEARNING
dc.subjectCORE CURRICULUM
dc.subjectCURRICULAR STANDARDS
dc.subjectCURRICULUM
dc.subjectDECISION MAKING
dc.subjectDEGREES
dc.subjectDIAGNOSTIC ASSESSMENT
dc.subjectDISADVANTAGED STUDENTS
dc.subjectDRAWING
dc.subjectEARLY GRADES
dc.subjectEARLY LITERACY
dc.subjectEARLY READING
dc.subjectEDUCATED PARENTS
dc.subjectEDUCATION COMMUNITY
dc.subjectEDUCATION OFFICIALS
dc.subjectEDUCATION QUALITY
dc.subjectEDUCATION SECTOR
dc.subjectEDUCATION SERVICES
dc.subjectEDUCATION STATISTICS
dc.subjectEDUCATION STUDENTS
dc.subjectEDUCATION SYSTEM
dc.subjectEDUCATIONAL ACHIEVEMENT
dc.subjectEDUCATIONAL GOALS
dc.subjectEDUCATIONAL MEASUREMENT
dc.subjectEDUCATIONAL PROGRAMS
dc.subjectEDUCATIONAL PROGRESS
dc.subjectEDUCATIONAL QUALITY
dc.subjectEFFECTIVE SCHOOLS
dc.subjectESSENTIAL SKILLS
dc.subjectFIRST GRADE
dc.subjectFIRST GRADES
dc.subjectFIRST LANGUAGE
dc.subjectFOUNDATION SKILLS
dc.subjectGENERAL EDUCATION
dc.subjectGRADE LEVELS
dc.subjectGRADE SCHOOLS
dc.subjectHOME LANGUAGE
dc.subjectHUMAN DEVELOPMENT
dc.subjectINFORMATION TECHNOLOGY
dc.subjectINSTRUCTION
dc.subjectINSTRUCTION METHODS
dc.subjectINSTRUCTIONAL MATERIALS
dc.subjectINTELLECTUAL ABILITY
dc.subjectINTERVENTIONS
dc.subjectKINDERGARTEN
dc.subjectLANGUAGE SKILLS
dc.subjectLANGUAGES
dc.subjectLEARNERS
dc.subjectLEARNING
dc.subjectLEARNING ACHIEVEMENTS
dc.subjectLEARNING DISABILITY
dc.subjectLEARNING OUTCOMES
dc.subjectLEARNING PROCESSES
dc.subjectLISTENING
dc.subjectLITERACY
dc.subjectLITERACY INSTRUCTION
dc.subjectLITERACY SKILLS
dc.subjectLITERATURE
dc.subjectMEANING
dc.subjectMINISTRY OF EDUCATION
dc.subjectNATIONAL ASSESSMENT
dc.subjectNATIONAL ASSESSMENTS
dc.subjectNATIONAL EDUCATION
dc.subjectNATIONAL EDUCATION COUNCIL
dc.subjectNUTRITION
dc.subjectOLDER ADULTS
dc.subjectPAPERS
dc.subjectPERSONALITY
dc.subjectPRESCHOOL EDUCATION
dc.subjectPRIMARY SCHOOL
dc.subjectPRIMARY SCHOOLS
dc.subjectPRINCIPALS
dc.subjectPROFICIENCY
dc.subjectPROVISION OF EDUCATION
dc.subjectPUBLIC PRIMARY SCHOOLS
dc.subjectPUBLIC SCHOOLS
dc.subjectQUALITY EDUCATION
dc.subjectQUALITY OF EDUCATION
dc.subjectQUALITY OF INSTRUCTION
dc.subjectQUALITY OF TEACHING
dc.subjectREADERS
dc.subjectREADING
dc.subjectREADING ABILITY
dc.subjectREADING ACHIEVEMENT
dc.subjectREADING ACTIVITIES
dc.subjectREADING COMPETENCE
dc.subjectREADING COMPREHENSION
dc.subjectREADING INSTRUCTION
dc.subjectREADING SKILLS
dc.subjectREASONING
dc.subjectREGIONAL EDUCATION
dc.subjectREGIONAL EDUCATION OFFICE
dc.subjectRESEARCHERS
dc.subjectRURAL CHILDREN
dc.subjectSCHOOL BOARDS
dc.subjectSCHOOL CENSUS
dc.subjectSCHOOL LEARNING
dc.subjectSCHOOL LEVEL
dc.subjectSCHOOL READINESS
dc.subjectSCHOOL YEAR
dc.subjectSCHOOLING
dc.subjectSCHOOLS
dc.subjectSKILL LEVELS
dc.subjectSOCIAL GROUPS
dc.subjectSPEAKING
dc.subjectSPECIAL EDUCATION
dc.subjectSTANDARDIZED TESTS
dc.subjectSTUDENT ASSESSMENT
dc.subjectSTUDENT LEARNING
dc.subjectSTUDENT PERFORMANCE
dc.subjectSTUDENT POPULATION
dc.subjectSTUDENTS WITH DISABILITIES
dc.subjectSUBJECT AREAS
dc.subjectTEACHER
dc.subjectTEACHER TRAINING
dc.subjectTEACHER TRAINING PROGRAMS
dc.subjectTEACHERS
dc.subjectTEACHING
dc.subjectTEST ADMINISTRATION
dc.subjectTEXTBOOKS
dc.subjectUNIVERSAL ACCESS
dc.subjectUNIVERSAL ACCESS TO PRIMARY
dc.subjectUNIVERSAL ACCESS TO PRIMARY EDUCATION
dc.subjectUNIVERSAL COVERAGE
dc.subjectVOCABULARY
dc.subjectVULNERABLE GROUPS
dc.subjectWRITTEN LANGUAGE
dc.titleMeasuring Beginner Reading Skills : An Empirical Evaluation of Alternative Instruments and their Potential Use for Policymaking and Accountability in Peru

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