Development of a new reading comprehension assessment: Identifying comprehension differences among readers

Carlson, Sarah E.; Seipel, Ben; McMaster, Kristen L.

doi:10.1016/j.lindif.2014.03.003

Cited by 82 publications

(75 citation statements)

References 36 publications

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“…In RC, in addition to recognizing a word, extracting its meaning, and establishing its role within the clause, the reader must be able to integrate into their memory the various information in the clauses, put together their world knowledge and make inferences to appropriate the content read (1,4) . Seeing that the students with indicatives present a deficiency in orthographic representations, use the phonological route more frequently during reading, and take longer for the decoding of the material read to occur, they can be hindered in the use of the memory and integration of information, which justifies their difficulty in understanding texts (22,26) .…”

Section: Discussionmentioning

confidence: 99%

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The relevance of receptive vocabulary in reading comprehension

Nalom

Soares

Cárnio

2015

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PURPOSE: To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both.METHODS: This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard.RESULTS: The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives.CONCLUSION: In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.

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Section: Discussionmentioning

confidence: 99%

“…The learning process of reading is a process initiated by decoding, development of fluency, passing through the comprehension of words and sentences, and reaching the level of textual comprehension (4) . RC of texts has a unique importance in the process of acquisition, sharing, and construction of knowledge (5) .…”

Section: Introductionmentioning

confidence: 99%

The relevance of receptive vocabulary in reading comprehension

Nalom

Soares

Cárnio

2015

CoDAS

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“…Finally, this study did not assess differences between subgroups of struggling readers as has been reported in previous research; that is, paraphrasers or elaborators (for example, Carlson et al, 2014;McMaster et al, 2012;Rapp et al, 2007). Future research that examines inference generation differences between types of struggling readers could also have implications for determining the types of reading interventions most appropriate for readers who struggle with comprehension in different ways (for example, Cain & Oakhill, 2006;McMaster et al, 2012).…”

Section: Limitations and Future Directionsmentioning

confidence: 90%

“…(readers who mostly generated knowledge-based inferences, but also made connections to background knowledge that were not appropriately related to the text) (Carlson et al, 2014;McMaster et al, 2012;Rapp et al, 2007). These findings illustrate that different groups of younger struggling readers may be processing the text in different ways, utilising different types of cognitive strategies.…”

Section: Assessing Inference Generation During Comprehensionmentioning

confidence: 98%

“…Knowledge-based inferences include connections that readers make to information in background knowledge (i.e., global coherence) that can be explanatory, associative, and/or predictive. These inferences can also be integrated with related or unrelated background knowledge when compared with the text (Carlson, Seipel, & McMaster, 2014;McNamara, 2007;Rapp, van den Broek, McMaster, Kendeou, & Espin, 2007).…”

Section: Maintaining Coherence Through Inference Generationmentioning

confidence: 99%

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Effects of Comprehension Skill on Inference Generation during Reading

Carlson

Broek

McMaster

et al. 2014

International Journal of Disability, Development and Education

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The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n = 74) with different levels of comprehension skill read narrative texts aloud and were asked causal questions at specific points during reading. Responses to questions were examined for the types of inferences the readers made during reading. There was no main effect of comprehension skill in terms of readers' text-based inferences made in response to the causal questions. However, readers differed in their use of knowledge-based inferences in response to the causal questions, and in particular knowledge-based inferences that connected to related text information. Results are discussed in terms of individual differences that can influence attempts at maintaining coherence during reading.

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