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|Title:||The Assessment of Digital Reading Skills with Cognitive Diagnose for the Reading Achievement Test in China|
Gu, Xiaoqing Gu
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Liu, y., Fu, C., & Gu, X. G. (2018). The Assessment of Digital Reading Skills with Cognitive Diagnose for the Reading Achievement Test in China . In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Reading skills has been viewed as a multifaceted construction with multiple constituents. What has been invested of skills multiplicity has expanded on previous literature by including paper reading skills constructs (comprehension, interest, and engagement). Advances in digital technologies are dramatically altering the texts and as tools available to students. Yet with the diagnose assessment of the digital reading skill hasn’t come issue that can be detected by the cognitive diagnostic assessment. The study has obtained pre and post-reading performance based on the digital reading, reading perception self-reports. DINA was used in the processing of reading assessment, and the diagnosis feedback report was designed to improve students’ reading skill. Furthermore, implications for the diagnose framework of the Progress in International eReading Literacy Study (ePIRLS) were discussed.|
|Appears in Collections:||ICLS 2018|
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