Is retell a valid measure of reading comprehension?

Cao, Yucheng; Kim, Young‐Suk Grace

doi:10.1016/j.edurev.2020.100375

Cited by 27 publications

(14 citation statements)

References 92 publications

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“…While in the previous study, adults had only been asked to recall texts (Hessel & Schroeder, 2020), adolescents had now answered local and global comprehnsion questions. Recall has been found to tap shallower comprehension compared to multiple-choice comprehension questions (Cao & Kim, 2021). Plausibly, the reading task in the current study triggered higher comprehension standards.…”

Section: Discussionmentioning

confidence: 42%

Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study

Hessel¹,

Schroeder²

2021

Preprint

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Successful reading comprehension – especially in a second language (L2) – relies on the ability to monitor one’s comprehension, that is, to notice comprehension breaks and make repairs. Comprehension monitoring may be limited given effortful word processing, but may also be supported through active control. The current study addresses to what extent increased word processing difficulty reduces adolescents’ ability to monitor their comprehension when reading in their L2, and whether readers can compensate limitations given sufficient executive control. To this end, we conducted an eye-tracking experiment where 34 adolescent L2 learners read short expository texts that contained two within-subject manipulations. First, comprehension monitoring was tested through textual inconsistencies, such as when the topic changed from speaking Spanish to speaking Russian vis-à-vis consistent controls. Second, word processing difficulty was altered by inserting either shorter and higher-frequency words such as want, or longer and lower-frequency words such as prefer. We additionally measured each participants’ executive control. We found evidence of successful moment-to-moment monitoring in the L2, as visible in adolescents’ increased rereading of inconsistent as opposed to consistent information. We also found that adolescents adapted their monitoring differently to word processing difficulty, depending on their executive control: while adolescents with weaker control abilities reduced their monitoring given higher word processing difficulty, adolescents with stronger control abilities monitored their comprehension more (instead of less) on difficult texts. These findings provide insights into how comprehension monitoring in the L2 arises in the interplay of limitations due to lower-level processing load and compensation thanks to active control.

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Section: Discussionmentioning

confidence: 42%

Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study

Hessel¹,

Schroeder²

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…While in the previous study, adults had only been asked to recall texts (Hessel & Schroeder, 2020), adolescents had now answered local and global comprehension questions. Recall has been found to tap shallower comprehension compared to multiple-choice questions (Cao & Kim, 2021). Plausibly, the reading task in the current study thus triggered higher comprehension standards.…”

Section: Discussionmentioning

confidence: 45%

Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study

Hessel

Schroeder

2022

Read Writ

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Successful reading comprehension—especially in a second language (L2)—relies on the ability to monitor one’s comprehension, that is, to notice comprehension breaks and make repairs. Comprehension monitoring may be limited given effortful word processing but may also be supported through active reading. The current study addresses to what extent word processing difficulty reduces adolescents’ ability to monitor their comprehension in their L2, and whether readers can compensate limitations given sufficient executive control. We conducted an eye-tracking experiment in which 34 adolescent L2 learners (aged 13–17 years) read short expository texts containing two within-subject manipulations. First, comprehension monitoring was tested through inconsistencies, for example, when the topic changed from Spanish to Russian vis-à-vis consistent controls. Second, word processing difficulty was altered by inserting either shorter and higher-frequency words such as want, or longer and lower-frequency words such as prefer. We additionally measured participants’ executive control. Outcome variables were reading times on the whole texts and the words manipulated for inconsistency and word processing difficulty. We found evidence of successful moment-to-moment monitoring, as visible in adolescents’ increased rereading of inconsistent compared to consistent information. We also found that adolescents adapted their monitoring differently to word processing difficulty, depending on their executive control: while adolescents with weaker control reduced their monitoring given higher word processing difficulty, adolescents with stronger control monitored their comprehension more (instead of less) on difficult texts. These findings provide insights into how L2 comprehension monitoring arises in the interplay of lower-level processing load and active reading processes.

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“…Retells are frequently used as a measure of reading comprehension, as a retell does capture reading comprehension skills, albeit with a stronger measure of literal comprehension as opposed to higher order comprehension skills (Cao & Kim, 2021). For this study, written retells were used instead of oral retells, as audio recorders are considered contraband in juvenile justice facilities, and as there were concerns about audio‐recording systems‐involved youth.…”

Section: Methodsmentioning

confidence: 99%

Improving the Reading Comprehension Skills of Systems‐Involved Youth: A Preliminary Investigation of an Underserved Population

Sanders

Jolivette

Harris

2021

Learn Disabil Res Pract

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This study investigated the effect of the self-regulated strategy development (SRSD) instructional approach on the reading comprehension of systems-involved youth served in a secure juvenile justice setting. Using a cluster randomized controlled trial (CRT) pretest/posttest design, youth in the treatment group were taught the TRAP mnemonic (Think before reading, Read the paragraph, Ask yourself what the paragraph is mostly about and what is the most important information, and Paraphrase the paragraph). Results indicate modest improvement within the treatment group as compared to the control group, along with high treatment fidelity and social validity. Implications for practitioners, limitations, and suggestions for future research are presented.

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Is retell a valid measure of reading comprehension?

Cited by 27 publications

References 92 publications

Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study

Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study

Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: an eye-tracking study

Improving the Reading Comprehension Skills of Systems‐Involved Youth: A Preliminary Investigation of an Underserved Population

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