“Passageless” Administration of the Nelson–Denny Reading Comprehension Test

Ready, Rebecca E.; Chaudhry, Maheen; Schatz, Kelly C.; Strazzullo, Sarah

doi:10.1177/0022219412468160

Cited by 16 publications

(8 citation statements)

References 7 publications

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“…To accurately measure learners' reading ability, it is first necessary to find an assessment tool that measures the constructs that directly relate to reading comprehension (Ready et al, 2013). According to Treffers-Daller and Huang (2020), the most widely accepted description of the construct of reading comprehension is Gough and Tunmer's (1986) simple view of reading.…”

Section: Assessing Reading Comprehensionmentioning

confidence: 99%

Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

Brooks

Clenton²

2021

10.14746/ssllt

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This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.

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Section: Assessing Reading Comprehensionmentioning

confidence: 99%

Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

Brooks

Clenton²

2021

10.14746/ssllt

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“…One subtest of the Nelson–Denny requires reading passages and answering multiple choice questions. Ready and colleagues (2013) showed that question accuracy on the Nelson–Denny reading subtest is correlated with fluid intelligence even when participants are administered the test without the associated passages to read (and, thus, may have little to do with actual reading comprehension ability).…”

Section: Resultsmentioning

confidence: 99%

Literacy skill and intra-individual variability in eye-fixation durations during reading: Evidence from a diverse community-based adult sample

Payne

Federmeier

Stine‐Morrow

2020

Quarterly Journal of Experimental Psychology

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To understand the effects of literacy on fundamental processes involved in reading, we report a secondary data analysis examining individual differences in global eye-movement measures and first-pass eye-movement distributions in a diverse sample of community-dwelling adults aged 16 to 64. Participants ( n = 80) completed an assessment battery probing verbal and non-verbal cognitive abilities and read simple two-sentence passages while their eye movements were recorded. Analyses were focused on characterising the effects of literacy skill on both global indices of eye-fixation distributions and distributional differences in the sensitivity to lexical features. Global reading measures showed that lower literate adults read more slowly on average. However, distributional analyses of fixation durations revealed that the first-pass fixation durations of adults with lower literacy skill were not slower in general (i.e., there was no shift in the fixation duration distribution among lower literate adults). Instead, lower literacy was associated with greater intra-individual variability in first-pass fixation durations, including an increased proportion of extremely long fixations, differentially skewing the distribution of both first-fixation and gaze durations. Exploratory repeated-measures quantile regression analyses of gaze duration revealed differentially greater influences of word length among lower literate readers and greater activation of phonological and orthographic neighbours among higher literate readers, particularly in the tail of the distribution. Collectively, these findings suggest that literacy skill in adulthood is associated with systematic differences in both global and lexically driven eye-movement control during reading.

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“…Before looking in more detail at the construct of vocabulary and how this can be measured a few words must be said about the measurement of different components of reading. As Ready et al (2012) point out, there are not many reading tests for adults, and even fewer that specifically target adult L2 learners. One of the tests for adult native speakers is the National Adult Reading Test (NART, Nelson, 1982).…”

Section: Reading Comprehension: the Construct And Its Measurementmentioning

confidence: 99%

Vocabulary and the Four Skills

Clenton¹,

Booth²

2020

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The aim of the study was to investigate to what extent the vocabulary and reading components of the Test for English Majors Band 4 (TEM-4) do indeed measure the constructs they are supposed to measure. The concurrent validity of the reading and vocabulary components of the test was studied by correlating results on the TEM-4 with widely used tests of vocabulary and reading comprehension. A total of 60 English Major students, in their second year at a university in North China, were tested using the bilingual Mandarin-English version of the Vocabulary Size Test (Nation & Beglar, 2007), the Vocabulary Knowledge Scale (Brown, 2008), which assesses depth of vocabulary knowledge and the TEM-4. 30 out of these 60 students were also individually tested using the York Assessment of reading comprehension Secondary (Snowling et al., 2009). The results show that the reading component of the TEM-4 did not correlate with the YARC. Instead there were modest correlations between the TEM-4 reading component, on the one hand, and the VST and the VKS on the other hand. It is therefore likely that the reading component of the TEM-4 taps into vocabulary knowledge rather than reading. Regression analyses also confirmed these findings. We conclude that the reading component of the TEM-4 underrepresents the construct of reading, and that the theoretical underpinning and the ways in which reading is assessed in this test will need to be reconsidered.

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“Passageless” Administration of the Nelson–Denny Reading Comprehension Test

Cited by 16 publications

References 7 publications

Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

Literacy skill and intra-individual variability in eye-fixation durations during reading: Evidence from a diverse community-based adult sample

Vocabulary and the Four Skills

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