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UID:43813ef9-7787-45f1-b9a9-696cf0ab8137@nexttoyou
DTSTAMP:20261105T160426Z
DTSTART:20261109T180000Z
DTEND:20261109T190000Z
SUMMARY:Dissertation Defense: James LeDoux
DESCRIPTION:Title: Reading Beyond Proficiency: Initial Construct Validity 
 Evidence for the Higher Order Thinking-Reading Scale\n\nProgram: Curricul
 um and Instruction EdD\n\nCommittee Chair: Jeremy W. Ford\n\nCommittee: J
 eremy W. Ford\, Katherine Wright\, Jim Fredricksen\n\nAbstract: This stud
 y was prompted by a real classroom dilemma: Why do secondary students who
  have all achieved proficiency on large-scale testing produce significant
 ly different constructed responses when reading the same fictional text? 
 A quantitative study was launched to examine the construct validity of th
 e Higher Order Thinking-Reading Scale (HOT-RS)\, a theoretically grounded
  rubric designed to measure higher-order thinking in secondary readers’ c
 onstructed responses to reading a fictional text. Selected-response readi
 ng assessments capture accuracy and recall but not the depth of a reader’
 s thinking\, and no validated instrument existed to measure higher-order 
 thinking directly from student writing.\nThe HOT-RS was grounded in Affle
 rbach et al.’s (2015) framework for higher-order thinking in reading and 
 developed following DeVellis’s (2017) scale development procedures. Parti
 cipants were 49 secondary readers in grades 9 through 12\, enrolled in an
  elective reading course at an urban public magnet high school in the nor
 thern Mountain West.\nOver four weeks of ordinary instruction\, students 
 produced written journal responses with minimal prompting to self-selecte
 d fiction. Three trained raters scored these responses using the HO\n\nht
 tp://next-to-u.app/events/43813ef9-7787-45f1-b9a9-696cf0ab8137
URL:http://next-to-u.app/events/43813ef9-7787-45f1-b9a9-696cf0ab8137
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