Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries

To assess text comprehension and concept mastery, standards-aligned measures have moved from using multiple-choice questions to using source-based writing tasks (sometimes referred to as Reading-to-Write tasks). For example, it is now common for students to be asked to read a text and then to produce a written response, often a summary or argumentative essay. While this task involves comprehension of the source text, it remains unclear the...