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ERIC Number: EJ1234413
Record Type: Journal
Publication Date: 2019-Dec
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Available Date: N/A
Reading Comprehension Assessment: The Effects of Reading The Items Aloud before or after Reading The Passage
Reed, Deborah K.; Stevenson, Nathan; LeBeau, Brandon C.
Elementary School Journal, v120 n2 p300-318 Dec 2019
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.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A