Marcotte, A. M., & Hintze, J. M. (2009). Incremental and predictive utility of formative assessment methods of reading comprehension. Journal of School Psychology, 47, 315- 335.
The purpose of this study is to determine the incremental and concurrent validity of formative assessment methods of reading comprehension. Marcotte and Hintze collected data from 111 fourth-grade students and examined four formative measures of reading comprehension including maze (MZ), retell fluency (RTF), written retell (WRT), and sentence verification techniques (SVT), each of which measures individual aspects of reading comprehension. The researchers found that reading comprehension measures combined with measures oral reading fluency proved to be valid measures and could predict performance on a grade-level, criterion-referenced assessment of student literacy.