Meta-Comprehension+-+LEE234

The Narrative Comprehension Task - Paris, A., & Paris, S. (2003). Assessing narrative comprehension in young children. //Reading Research Quarterly, 38//(1), 36-76.
 * The Narrative Comprehension Task (NCT) is a technique that is specifically designed to use wordless picture books as assessment tools to measure students’ comprehension of narrative texts. However, research has shown how this task can be used as an instructional tool and with expository texts as well.

Analytical Reading Inventory: Comprehensive Standards-Based Assessment for all Students including Gifted and Remedial - Woods, M. L. (2006). //Analytical reading inventory with readers passages//. (9 ed.). Pearson.
 * This is an excellent tool for gathering data on student reading skills. The inventory includes word lists, an informal interview, reading passages for students with matching scoring guides for the teacher to perform running records, a CD with video clips & forms, and thorough instructions for conducting each part of the inventory. It also includes tools for gathering reading data in the content areas of social studies and science. It is an excellent tool for all teachers; however, it does take time to do a complete inventory for each child.

Qualitative Reading Inventory - [|http://www.readingrockets.org/article/3412/#comprehension]
 * Reading comprehension assessments are the most common type of published reading test that is available. The typical type of reading comprehension assessment involves asking a child to read a passage of text that is leveled appropriately for the child's age or grade, and then asking explicit, detailed questions about the content of the text. An example of a common reading comprehension assessment is the Informal Reading Inventory (IRI), also known as the Qualitative Reading Inventory (QRI).