9780306417498 - Measuring Reading Competence: A Theoretical-Prescriptive Approach de Schwartz, S. (11 resultados)

Condición: Very Good. 1984th Edition. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Condición: New. In.

Gebunden. Condición: New.

Condición: New. pp. 360.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book concerns measuring reading skills. It is not meant to be a compre hensive survey of reading research or a review of all possible approaches to reading measurement (although considerable attention is given to both subjects). Instead, the purpose of this book is to present a coherent, theoretically based approach to measuring reading competence. The ability to measure a phenomenon is an important prerequisite for scientific analysis. As Lord Kelvin said, 'One's knowledge of science begins when he can measure what he is speaking about and express it in numbers.' Unfortunately, not just any numbers will do. Presently available reading tests provide their users with a plethora of numbers-age levels, percentiles, grade equivalents-but their scientific value is questionable. The problem is that there is more to scientific measurement than merely assigning numbers to arbitrarily chosen behaviors. Scientific measurement occurs only within the confines of a theory, and most reading tests are atheoretical. Recent years have witnessed an explosive growth in reading research.

Hardcover. Condición: Very Good. Dust Jacket may NOT BE INCLUDED.CDs may be missing. SHIPS FROM MULTIPLE LOCATIONS. book.

Condición: New. Print on Demand pp. 360 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Condición: New. PRINT ON DEMAND pp. 360.

Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book concerns measuring reading skills. It is not meant to be a compre hensive survey of reading research or a review of all possible approaches to reading measurement (although considerable attention is given to both subjects). Instead, the purpose of this book is to present a coherent, theoretically based approach to measuring reading competence. The ability to measure a phenomenon is an important prerequisite for scientific analysis. As Lord Kelvin said, 'One's knowledge of science begins when he can measure what he is speaking about and express it in numbers.' Unfortunately, not just any numbers will do. Presently available reading tests provide their users with a plethora of numbers-age levels, percentiles, grade equivalents-but their scientific value is questionable. The problem is that there is more to scientific measurement than merely assigning numbers to arbitrarily chosen behaviors. Scientific measurement occurs only within the confines of a theory, and most reading tests are atheoretical. Recent years have witnessed an explosive growth in reading research. 360 pp. Englisch.

Buch. Condición: Neu. Measuring Reading Competence | A Theoretical-Prescriptive Approach | S. Schwartz | Buch | Einband - fest (Hardcover) | Englisch | 1985 | Springer US | EAN 9780306417498 | Verantwortliche Person für die EU: Springer Heidelberg, Tiergartenstr. 17, 69121 Heidelberg, buchhandel-buch[at]springer[dot]com | Anbieter: preigu Print on Demand.

Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book concerns measuring reading skills. It is not meant to be a compre hensive survey of reading research or a review of all possible approaches to reading measurement (although considerable attention is given to both subjects). Instead, the purpose of this book is to present a coherent, theoretically based approach to measuring reading competence. The ability to measure a phenomenon is an important prerequisite for scientific analysis. As Lord Kelvin said, 'One's knowledge of science begins when he can measure what he is speaking about and express it in numbers.' Unfortunately, not just any numbers will do. Presently available reading tests provide their users with a plethora of numbers-age levels, percentiles, grade equivalents-but their scientific value is questionable. The problem is that there is more to scientific measurement than merely assigning numbers to arbitrarily chosen behaviors. Scientific measurement occurs only within the confines of a theory, and most reading tests are atheoretical. Recent years have witnessed an explosive growth in reading research. 360 pp. Englisch.