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L- (2006). Reading comprehension test for elementary school students. Taipei, Taiwan: Psychological Publishing.)578 RR > HM H AREEEL - BEBE (2000): CRANE IZ SO» IRATE» 19» 79-104 - (Lin, B.G. & Chi, PH. (2000), ‘The development of reading comprehension test. Bulletin of Special Education, 19, 79-108,] ‘STAR (1999) + AIRONET TENUY « IWATA + 42 (2) + 1-11» [Ko, H.W. (1999). Reading Comprehension Sereening Test. Psychological Testing, 422), 1-11) ‘BUR GRR (2006 ) = ERIE (2B AAEM) BRMERRERERG © Gb: ECETESETBRBCEE Ko, H. W., & Chan, ¥.L- (2006), Reading comprehension sereening test for second to sixth graders. Taipei, Taiwan: Department of Student Affairs and Special Education, Ministyy of Education. | ‘eV + 2B (2006 ): BRM - = CREASES E - [Ko. HL. W, Chan, ¥. L, (2006). Jnferential comprehension test for junior high school studems. Taipei, Taiwan: Department of Student Afairs and Special Education, Ministry of Education] SRR BLUSH» BPA » BASSE (2014) BRIER Co «PPT INAAAA « [Mung, LY, Chen, H. ¥., Chen, PH, & Chen, S. F201), Progress monitoring test of vocabulary. Tipe Chinese Behavioral Science Corporation.) SEF» BREE (2003) + RUE RNR A RURRTSE «PLC HEME NI | — teat ‘SEZ « [Chang, ¥.R., & Su, ¥.F. 2003). The development of inferential comprehension test for elementary school students. Paper presented at the 42nd annual meeting of Taiwanese Psychological Association, Taps, Taivan] Bloom, 1, Fnglehart, M, Furs, F, Hill, W, 4 Krathwohl, D. (1956). Taxonomy of educational objectives: The clasificaion of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longinans, Green, Bums, M.S. Griffin, P, & Snow, EC, (1999). Sarting our right: A guide to promoting children’ reading success. Washington, DC: National Reasearch Council ‘Chall, J. (1996). Stages of reading development (2nd ed.). Orlando, FL: Harcourt Brace& Co, Embreton, S. E, (1991). A multidimensional latent wait model for measuring learning und change Psychometrika, 56(3), 495-518, DOI: 10.1007/BF02294487. Gagn’e, E. D. (1985), The cognitive psychology of school learning, Boston, MA: Little, Brown, and Company Hu, L., & Bentler, P.M. (1999), Cutof criteria for fit indices in covariance structurcunalysis Conventional criteria versus new altematives.Siuctural Equation Modeling, 6, 155. DOI: 10.10 80/10705519909540118,Been EZ SATA 579 Kameenui, E., Fuchs, L., Franeis, D., Good Ill, R, OConnor, R, Simmons, D., Tindal, G, & Torgesen, J (2006), The adequacy of tool for assessing reading competence: A framework and review Educational Researcher, 35(4), 4-10. DOL: 10.3102/0013189X035004008, Keenan, J, Betjemann, R, & Olson, R. (2008). Reading comprehension tests vary in the skills they assess: Diflerential dependence on decoding and oral comprehension. Scientific Stuaies of Reading, 12), 281-300. DOL: 10,1080/10888430802132279. Kintsch, W. (1993). Information accretion and reduction in text processes: inference. Discourse Processes, 16, 193-202. DOI: 10.1080/01638539309544837 ‘Mogliano, J.P, & Graesser, A. C. (1991), A three-pronged method for studying inference generation in literary text. Poetics, 20, 193-232. DOL: 10,1016/0304-422X(91)90007-C. Pressley, M, & Allerbach, P. (1995). Herbal protocols of reading: The nature of constructively responsive reading, Hillsdale, NJ: Lawrence Associates, ‘Taylor, B., Haris, L.A. Pearson, P.D., & Garcia, G (1995). Reading difficulties: Instruction and assessment, New York, NY: MoGraw-Hill. Trabasso, ., & Sub, S. (1993). Understanding text: Achieving explanatory coherence through on-line inference and mental operations in working memory. Discourse Processes, 16, 3-6. DOL: 10.108 (0/01638539309544827. ‘van den Broek, P, Fleteher, C.'T., & Risden, K. (1993), Investigations of inference processes in reading: A theoretical and methodological integration. Discourse Processes, 16, 169-180, DOL: 10.1080/01 638539309544835, Ue A EF WE: 2015 408 24 ARASETELIN + 2016 44.09 0S EL SASRTELM + 2017 47.01 02 EE PESPAREI © 2017 F013580 RR > HM H Bulletin of Bdueationl Peyshology, 2018, 49(4, 357-580 ‘National Taiwan Noe hniversiy, Taps, Tainan, RO. The Development of Progress Monitoring Test of Reading Comprehension Yi-Fen Su Li-Yu Hung Department of Educational Psychology and. Department of Special Education Counseling, ‘National Taiwan Normal University ‘National Taiwan Normal University Po-Hsi Chen Hsin-Yi Chen Departmen of Educational Psychology and Department of Special Education Counscting [ational Taiwan Nonmal University ational Taiwan Normal University "The pupose ofthis study was to develop a st of equivalent tess for eading compechension progres monitoring for grades four to six. The reading comprehension equivalent fests can also be used as tools for evaluating istnctiona effets of ennedial intervention. tn this test, there were six allemats-foms foreach grade, Four tests were inchided ine ltemate-form, Each testlet had one passage and tn est items The four pas sone long arative, and one Jong expository texts. Tere were 200-300 characters in shor passages, and 400.500 charactom in long passages. The test itoms wore dosgnod to measure lescal access, ltr gin one alternate-oem included one shor narrative, one short expos ‘comprehension, summarization, and infereti comprehension. ‘There were forty items in total in one slteate-orm, Regarding reliability, the Cronbach's a coefHicients and split cocfisicts ofall altemats-orms were mostly above. Using “Reading Comprehension Sersening Test for Elementary School Stuents-Verson A as enteion, the ertrion ‘validity cooFclot were. 67 (p< 01), $9 (p <001),.75 (p<001) for gradss 4, , and 6 respectively. In addition, based on the data collected from six time-points in 2011 school year, the growth model analysis revealed that the reading comprehension abilities of the fourth, fA, and ssh grad increased rom the beginning to the snd in one school yea. Ia ‘onder for tachers to monitor tats’ progres. this test provided nt only the norm of percentile rank, but also the norm of bit valu (hot score), Using the ability valuos Betoun 0 Km-poin, growth coeffcint cou e calculated. Saver sugacstons and one liitation for educational application wer provided, KEY WORDS: Ability value, Elementary school students, Equivalent test, Growth curve, Reading comprehension