Reading Comprehension Assessment: The Effects of Reading The Items Aloud before or after Reading The Passage

This study investigated the effects of imposing task- or process-oriented reading behaviors on reading comprehension assessment performance. Students in grades 5-8 (N = 275) were randomly assigned to hear multiple-choice items read aloud before or after reading a test passage and when they were and...

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Veröffentlicht in:The Elementary school journal 2019-12, Vol.120 (2), p.300-318
Hauptverfasser: Reed, Deborah K, Stevenson, Nathan, LeBeau, Brandon C
Format: Artikel
Sprache:eng
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Zusammenfassung:This study investigated the effects of imposing task- or process-oriented reading behaviors on reading comprehension assessment performance. Students in grades 5-8 (N = 275) were randomly assigned to hear multiple-choice items read aloud before or after reading a test passage and when they were and were not allowed access to the passage while answering items. A confirmatory factor analysis (CFA) found a one-factor model with all test items loading on the comprehension latent variable fit better than treating literal, inferential, and evaluative items as three separate variables. Subsequently, a structural equation model explored whether testing condition or other covariates (state assessment score and student demographics) explained variance in reading comprehension assessment performance. In grades 5-6, significant positive effects were found for students who kept the text while answering items, regardless of whether or not they previewed the items. In grades 7-8, no significant differences were found for the four testing conditions.
ISSN:0013-5984
1554-8279
DOI:10.1086/705784