Matching second graders to text: The utility of a group‐administered comprehension measure

Walpole, Sharon; Hayes, Latisha; Robnolt, Valerie J.

doi:10.1080/19388070609558458

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…In addition, readability estimates have not been found predictive of elementary students' oral reading fluency ability as assessed by curriculum-based measures comprised of passages students read aloud under timed conditions (Ardoin, Williams, Christ, Klubnik, & Wellborn, 2010;Begeny & Greene, 2014;Compton, Appleton, & Hosp, 2004;Walpole, Hayes, & Robnolt, 2006). For example, the Lexile scores of second-grade students in Walpole and colleagues' (2006) study were precise only for students who were reading 70 words per minute or less.…”

Section: Theoretical Framework Of Readability Indicatorsmentioning

confidence: 98%

“…For example, guidance included with the Common Core State Standards (CCSS) concretely suggests readability levels representative of complex text at different grade ranges but does not offer similar levels of cohesion (NGACBP & CCSSO, 2010b). Research studies have examined how well different indexes of readability can predict student performance on oral reading fluency (Ardoin et al, 2010;Begeny & Greene, 2014;Compton et al, 2004;Walpole et al, 2006) or how manipulating the cohesion of a particular text affects comprehensibility (e.g., Beck et al, 1984;Loterman et al, 1994). Only one recent study has explored the relation of readability and cohesion to student outcomes on standardized reading comprehension assessments (Nelson, Perfetti, Liben, & Liben, 2012), but its design does not allow for inferences of causality.…”

Section: Purpose and Research Questionmentioning

confidence: 99%

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An Examination of Text Complexity as Characterized by Readability and Cohesion

Reed

Kershaw-Herrera

2015

The Journal of Experimental Education

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To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents' reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.

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Section: Theoretical Framework Of Readability Indicatorsmentioning

confidence: 98%

Section: Purpose and Research Questionmentioning

confidence: 99%

An Examination of Text Complexity as Characterized by Readability and Cohesion

Reed

Kershaw-Herrera

2015

The Journal of Experimental Education

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Cultural relevance and informal reading inventory performance: African-American primary and middle school students

Christ

Chiu

Rider

et al. 2018

Literacy Research and Instruction

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An Analysis on the Readability of the Texts in Elementary School Science Textbooks in Terms of Word and Sentence Units

Kang¹,

Koh²

2014

Elementary Science Education

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In this study, the readability of the texts in the third and the sixth grade science textbooks developed under the 2007 revised science curriculum were analyzed in terms of word and sentence units. In the word unit analyses, the levels of the words in the texts were classified into four categories, 1st to 4th levels. In the sentence unit analyses, the sentences in the texts were classified either a simple sentence or compound/complex sentences, and the average length of the sentences was also calculated. The results indicated that more than 90 percents of the words in the 2007 revised science textbooks were classified as the 1st to the 3rd levels. However, both the kinds and the frequencies of the words in the 2007 revised science textbooks were increased in comparison of those in the 7th science textbooks. In particular, it was found that the increasement in the 3rd grade science textbook was noticeable. The ratio of the compound/complex sentences in the 2007 revised science textbooks were increased in comparison of those in the 7th science textbooks. The average length of the sentences in the 2007 revised science textbooks was also increased.

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Matching second graders to text: The utility of a group‐administered comprehension measure

Cited by 4 publications

References 17 publications

An Examination of Text Complexity as Characterized by Readability and Cohesion

An Examination of Text Complexity as Characterized by Readability and Cohesion

Cultural relevance and informal reading inventory performance: African-American primary and middle school students

An Analysis on the Readability of the Texts in Elementary School Science Textbooks in Terms of Word and Sentence Units

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