Frequently Asked Questions 
Do Let’s Go Learn’s scores in comprehension represent an independent or instructional level?
Posted Wednesday, April 15, 2009 by Anne-Evan Williams
Filed under: Reading Terminology, Assessment FAQs, Reading Comprehension Test FAQs, Reports FAQs,
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Why might DORA’s Lexile Level be different for a student than other assessments?
Posted Wednesday, April 15, 2009 by Anne-Evan Williams
Filed under: Assessment FAQs, Reading Comprehension Test FAQs, Reports FAQs,
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What is RtI?
Posted Tuesday, July 01, 2008 by Anne-Evan Williams
Filed under: Assessment FAQs, General FAQs, Reading Comprehension Test FAQs,
RtI is the model of intervention that a school district follows when responding to students who are below grade level in their core reading and math abilities. (0) Comments • Permalink
What is the nature of DORA’s Silent Reading sub-test?
Posted Wednesday, July 25, 2007 by Anne-Evan Williams
Filed under: Reading Comprehension Test FAQs,
DORA's Silent Reading sub-test is composed of leveled passages with six comprehension questions each. Students are invited to read the passages carefully, taking as much time as they need to thoroughly understand what they read. Afterwards they answer multiple choice questions about what they have read. (0) Comments • (0) Trackbacks • Permalink
Is a false high score likely on DORA’s Silent Reading sub-test?
Posted Wednesday, July 25, 2007 by Anne-Evan Williams
Filed under: Reading Comprehension Test FAQs,
While it is possible for a child to produce a score on DORA which is much higher or lower than his or her comprehension ability, it is very unlikely when the assessment is administered properly. A false high score is particularly unlikely, because DORA is a very rigorous comprehension assessment which demands that children recall facts and make inferences about the text. (0) Comments • (0) Trackbacks • Permalink
Why do you use non-fiction passages?
Posted Wednesday, July 25, 2007 by Anne-Evan Williams
Filed under: Reading Comprehension Test FAQs,
Using non-fiction passages with topics taught in most classrooms across the nation provides less variability in assessment results. The language involved in generating non-fiction passages is easier to standardize, as it does not contain conversational colloquialisms that are often regionalized in the U.S. Also, non-fiction passages offer a range of topics common to many classrooms, (0) Comments • (0) Trackbacks • Permalink