Building on recent advances in holistic writing assessment, this article reports on an attempt to use freewriting as a tool to assess reading comprehension. It begins by situating this project within several recent efforts to reform reading comprehension assessment. Next, it discusses freewriting as a form of written retelling, a procedure used historically as an alternative form of reading assessment. Then, it presents a taxonomy that illustrates several patterns constructed from using freewriting with proficient readers (graduate students). Finally, implications of this project for thinking differently about reading theory and reading assessment are provided.
Bintz, W. P. (2000). Using freewriting to assess reading comprehension. Reading Horizons, 40 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol40/iss3/4