Chapter three
THE EVALUATION OF READING COMPREHENSION IN ELEMENTARY SCHOOL
Erik Omar Carrasco Favela Instituto Educativo Dolores del Rio Abstract In this chapter, a theoretical approach is displayed what concerns the evaluation of reading comprehension in elementary school, addressing the main definitions and models that conceptualize what it is to evaluate Reading Comprehension. This with the intention of offering a panorama that motivates teachers to develop this activity in classroom work. In the same way, a methodology is disclosed that allows the teachers to design their own assessment instruments.
Key words: Reading Comprehension, evaluation.
Then a composition of a subject that has not had much enhancement in education is presented, however, it is of vital importance since it allows actions to be taken to improve one of the most important reading skills, that is, the Reading Comprehension. Assess the relevance of Reading Comprehension makes manifest the need to know in what state are students and what areas need to be served for better in such competition.
Introduction What is Reading Comprehension and why evaluate it? Reading Comprehension is a polysemic concept, which can cause controversy, before the resulting discussion to determine what the definition should be used. In this sense, Goodman (2002) mentions that “learning to read begins with the development of the sense of the functions of written language. Reading is searching for meaning and the reader must have a purpose to search for meaning in the text” (p. 27).
PSYCHOLOGICAL INVESTIGATION. TRAILS WHICH FORK
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