Tenaha O’reilly
Biographic Data
| ID | 3448561 |
|---|---|
| NAME | Tenaha O’reilly |
| GIVEN NAMES | Tenaha |
| FAMILY NAME | O’reilly |
| SIGNATURE | O’REILLY T |
| AFFILIATIONS | Educational Testing Service |
| ORCID | 0000-0002-8513-9719 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 66 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Stealth assessment of oral reading fluency during interactive book reading
Oral reading fluency (ORF) assessments are widely used to predict students’ reading proficiency and signal the need for additional instruction. Standardized ORF assessments require substantial resources to develop and take time from instruction to administer; they may also increase test anxiety. To address these concerns, we explored stealth assessment of ORF during book reading. Eighty students (grades 4–5) engaged in interactive book reading th…
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels
With only about a third of students in US public schools achieving the NAEP Proficient level, many educators believe students are not getting enough reading practice. However, how much reading practice is enough? This study quantifies the relationship between the amount of book reading and the expected number of words learned. We collected 45 children's novels, M(Lexile) = 994 L, or Grade 6, and assembled a corpus of 3.2 million words. When readi…
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whet…
A framework of literacy development and how AI can transform theory and practice
We argue in this paper that there is currently no adequate theoretical framework or model that spans the twelve odd year trajectory from non‐reader to proficient reader, nor addresses fine‐grain skill acquisition, mastery and integration. The target construct itself, reading proficiency, as often operationalized as an endpoint of formal secondary schooling, is defined and measured in imprecise, fragmented terms. Consequently, schools (and empiric…
Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy
Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and postdifference scores on a component reading skills assessment battery collected before and after an instructional program that included an adult c…
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
Relating Reading Comprehension to Oral Reading Performance in the Naep Fourth‐Grade Special Study of Oral Reading
In this secondary analysis study, the authors explored the relations between reading comprehension and oral reading performance in fourth‐grade students, using a data set from the U.S. National Assessment of Educational Progress ( NAEP ) special study of oral reading. The data set consisted of 1,713 students randomly selected from the 140,000 fourth graders who participated in the 2002 main NAEP reading assessment. Oral reading was measured by wo…
Society for Text and Discourse Conference Special Issue
This special issue of Discourse Processes highlights work from the 27th annual meeting of the Society for Text and Discourse held in Philadelphia, Pennsylvania from July 31 to August 2, 2017. It wa
Comprehension in a Scenario-Based Assessment
Background knowledge is a strong predictor of reading comprehension, yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students’ ability to comprehend and learn from science texts. High school students (n = 3,650) completed two background knowledge assessments, a pretest, comprehension tasks, and a posttest, in th…
Reversing the Reverse Cohesion Effect
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the reverse cohesion effect. This study examines whether students' comprehension skill affects the interaction between text cohesion and their domain knowledge. College students (n= 143) read either a high- or a low-cohesion text and …
The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional "High-Stakes" Measures of High School Students' Science Achievement
This study examined how well cognitive abilities predict high school students' science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students' comprehension of a science passage, science course grade, an…
The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional "High-Stakes" Measures of High School Students' Science Achievement
This study examined how well cognitive abilities predict high school students' science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students' comprehension of a science passage, science course grade, an…
Reversing the Reverse Cohesion Effect
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the reverse cohesion effect. This study examines whether students' comprehension skill affects the interaction between text cohesion and their domain knowledge. College students (n= 143) read either a high- or a low-cohesion text and …
Relating Reading Comprehension to Oral Reading Performance in the Naep Fourth‐Grade Special Study of Oral Reading
In this secondary analysis study, the authors explored the relations between reading comprehension and oral reading performance in fourth‐grade students, using a data set from the U.S. National Assessment of Educational Progress ( NAEP ) special study of oral reading. The data set consisted of 1,713 students randomly selected from the 140,000 fourth graders who participated in the 2002 main NAEP reading assessment. Oral reading was measured by wo…
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
Comprehension in a Scenario-Based Assessment
Background knowledge is a strong predictor of reading comprehension, yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students’ ability to comprehend and learn from science texts. High school students (n = 3,650) completed two background knowledge assessments, a pretest, comprehension tasks, and a posttest, in th…
Reversing the Reverse Cohesion Effect
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the reverse cohesion effect. This study examines whether students' comprehension skill affects the interaction between text cohesion and their domain knowledge. College students (n= 143) read either a high- or a low-cohesion text and …
The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional "High-Stakes" Measures of High School Students' Science Achievement
This study examined how well cognitive abilities predict high school students' science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students' comprehension of a science passage, science course grade, an…
Society for Text and Discourse Conference Special Issue
This special issue of Discourse Processes highlights work from the 27th annual meeting of the Society for Text and Discourse held in Philadelphia, Pennsylvania from July 31 to August 2, 2017. It wa
Comprehension in a Scenario-Based Assessment
Background knowledge is a strong predictor of reading comprehension, yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students’ ability to comprehend and learn from science texts. High school students (n = 3,650) completed two background knowledge assessments, a pretest, comprehension tasks, and a posttest, in th…
Relating Reading Comprehension to Oral Reading Performance in the Naep Fourth‐Grade Special Study of Oral Reading
In this secondary analysis study, the authors explored the relations between reading comprehension and oral reading performance in fourth‐grade students, using a data set from the U.S. National Assessment of Educational Progress ( NAEP ) special study of oral reading. The data set consisted of 1,713 students randomly selected from the 140,000 fourth graders who participated in the 2002 main NAEP reading assessment. Oral reading was measured by wo…
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whet…
A framework of literacy development and how AI can transform theory and practice
We argue in this paper that there is currently no adequate theoretical framework or model that spans the twelve odd year trajectory from non‐reader to proficient reader, nor addresses fine‐grain skill acquisition, mastery and integration. The target construct itself, reading proficiency, as often operationalized as an endpoint of formal secondary schooling, is defined and measured in imprecise, fragmented terms. Consequently, schools (and empiric…
Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy
Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and postdifference scores on a component reading skills assessment battery collected before and after an instructional program that included an adult c…
How Much Should I Read? An Analysis of Word Learning Opportunities in Children's Novels
With only about a third of students in US public schools achieving the NAEP Proficient level, many educators believe students are not getting enough reading practice. However, how much reading practice is enough? This study quantifies the relationship between the amount of book reading and the expected number of words learned. We collected 45 children's novels, M(Lexile) = 994 L, or Grade 6, and assembled a corpus of 3.2 million words. When readi…
Stealth assessment of oral reading fluency during interactive book reading
Oral reading fluency (ORF) assessments are widely used to predict students’ reading proficiency and signal the need for additional instruction. Standardized ORF assessments require substantial resources to develop and take time from instruction to administer; they may also increase test anxiety. To address these concerns, we explored stealth assessment of ORF during book reading. Eighty students (grades 4–5) engaged in interactive book reading th…
Reading and Literacy Development (9 works) · Computer Science (8 works) · Linguistics (8 works) · Mathematics education (8 works) · Psychology (8 works) · Reading comprehension (6 works) · Text Readability and Simplification (5 works) · Comprehension (4 works) · Educational Strategies and Epistemologies (4 works) · Literacy (4 works)