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| Format: | Recurso educativo Open Access |
|---|---|
| Language: | en |
| Published: |
1981
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED210648 |
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| _version_ | 1867181810931204096 |
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| collection | Education Resources Information Center |
| contents | Textbook Usage Inventories (4-12). Content Area Reading Informal Reading Inventories Reading Ability Reading Comprehension Reading Skills Resource Materials Secondary Education Student Evaluation Test Construction The easiest way for a content area teacher to find how effectively students can read materials assigned in class is to design a teacher-made inventory, using the materials to be read and studied by the students, called a Textbook Usage Inventory. Reading skills and resources that should be incorporated in the inventory include literal skills, interpretive skills, critical skills, creative skills, classroom resources, and library resources. An identification of these skills can be made into a checklist for determining the types of comprehension and reference questions asked. The inventory should include a total of 35 to 40 questions. When administering the inventory, the teacher should explain the purpose of the inventory to the students and assure them that no grade will be assigned on the inventory, but that the results will be shared with them. The inventory evaluation can be used as a class activity in which each student scores his or her own paper. A student would be considered deficient in any one specific skill if he or she answered more than one question incorrectly when there are at least three questions measuring a specific skill. (A sample content area checklist, a basic outline for constructing an inventory, examples of inventory items, and an evaluation sheet are included.) (HOD) |
| format | Recurso educativo Open Access |
| id | eric_ED210648 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1981 |
| record_format | eric |
| spellingShingle | Textbook Usage Inventories (4-12). Content Area Reading Informal Reading Inventories Reading Ability Reading Comprehension Reading Skills Resource Materials Secondary Education Student Evaluation Test Construction Textbook Usage Inventories (4-12). Content Area Reading Informal Reading Inventories Reading Ability Reading Comprehension Reading Skills Resource Materials Secondary Education Student Evaluation Test Construction The easiest way for a content area teacher to find how effectively students can read materials assigned in class is to design a teacher-made inventory, using the materials to be read and studied by the students, called a Textbook Usage Inventory. Reading skills and resources that should be incorporated in the inventory include literal skills, interpretive skills, critical skills, creative skills, classroom resources, and library resources. An identification of these skills can be made into a checklist for determining the types of comprehension and reference questions asked. The inventory should include a total of 35 to 40 questions. When administering the inventory, the teacher should explain the purpose of the inventory to the students and assure them that no grade will be assigned on the inventory, but that the results will be shared with them. The inventory evaluation can be used as a class activity in which each student scores his or her own paper. A student would be considered deficient in any one specific skill if he or she answered more than one question incorrectly when there are at least three questions measuring a specific skill. (A sample content area checklist, a basic outline for constructing an inventory, examples of inventory items, and an evaluation sheet are included.) (HOD) |
| title | Textbook Usage Inventories (4-12). |
| topic | Content Area Reading Informal Reading Inventories Reading Ability Reading Comprehension Reading Skills Resource Materials Secondary Education Student Evaluation Test Construction |
| url | https://eric.ed.gov/?id=ED210648 |