Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader

Collins, Alyson A.; Compton, Donald L.; Lindström, Esther R.; Gilbert, Jennifer K.

doi:10.1007/s11145-019-09972-5

Cited by 34 publications

(28 citation statements)

References 43 publications

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“…We did not include a measure of inference-making, a key aspect in reading comprehension (Barth et al, 2015). We also did not include measures of sustained attention or self-regulation; the duration of the reading comprehension tests in our battery ranged from 3 to 45 min and evidence indicates that longer tests may magnify the role of students’ attention to task (Collins et al, 2019; DiCerbo et al, 2004; Vavassoeur, 2016). We used a digits-reversed working memory task, which is common in research and practice (Kasper et al, 2012), however, evidence suggests that digit-span tasks may measure short-term memory more than working memory because they do not introduce new stimuli within the primary storage set such as in reading span tasks (Conway et al, 2005; Wells et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The second aspect that makes measuring reading comprehension difficult is its complexity—it is the product of multiple student-, task-, and situation-level factors. Important student-level skill and knowledge variables include word recognition (i.e., decoding), text-reading fluency, vocabulary knowledge, linguistic comprehension and reasoning, background knowledge, inference-making, working memory, and attention (Ahmed et al, 2016; Cain & Oakhill, 2009; Collins et al, 2019; Cromley & Azevedo, 2007; Gough & Tunmer, 1986; Peng et al, 2018; C. Perfetti & Stafura, 2014).…”

Section: The Challenge Of Measuring Reading Comprehensionmentioning

confidence: 99%

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The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

et al. 2020

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Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: The Gates-MacGinitie Reading Test, 4th edition (GMRT), Group Reading Assessment and Diagnostic Evaluation, Gray Oral Reading Test, 5th edition (GORT-5), and the Test of Silent Reading Efficiency and Comprehension (TOSREC). Students’ word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC). Listening comprehension was most important on the GORT-5, a test in which students read passages orally and listen to questions read by an examiner. Working memory was the least important component skill across the reading comprehension tests. Overall, results were consistent with previous work indicating that reading comprehension measures vary with regard to the skills or knowledge sources that are most important for test performance and extend these findings to struggling adolescent readers. Implications for research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: The Challenge Of Measuring Reading Comprehensionmentioning

confidence: 99%

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

et al. 2020

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“…These features tend to covary by genre (e.g., narrative vs. expository; Derewianka, 1990; Stein & Trabasso, 1981). Dynamic relations as a function of text features explain interindividual and intraindividual variation in comprehension as text features interact with individual characteristics (e.g., working memory, vocabulary knowledge, inference skill; see Collins et al, 2020; Francis et al, 2018; McNamara et al, 1996; Ozuru et al, 2009). Accounting for text factors in a theoretical model of reading is in line with research on the measurement of comprehension that argues for the use of multiple tasks to measure comprehension (e.g., Francis, Fletcher, et al, 2005) as well as a recent call for recognizing text characteristics in a theoretical model of reading comprehension (Francis et al, 2018).…”

Section: Diermentioning

confidence: 99%

Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading

Kim

2020

J Learn Disabil

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The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading fluency, background knowledge (content knowledge and discourse knowledge), reading affect or socioemotions, higher order cognitions and regulation (e.g., inference, perspective taking, reasoning, and comprehension monitoring), vocabulary, grammatical (morphosyntactic and syntactic) knowledge, phonology, morphology, orthography, and domain–general cognitions (e.g., working memory and attentional control). Importantly, DIER also describes the nature of structural relations—component skills are hypothesized to have (a) hierarchical relations; (b) dynamic (or differential) relations as a function of text, activity (including assessment), and development; and (c) interactive relations. The authors then examined the hierarchical relations hypothesis by comparing a flat or direct relations model with hierarchical relations (or direct and indirect effects) models. Structural equation model results from 201 Korean-speaking first graders supported the hierarchical relations hypothesis and revealed multichanneled direct and indirect effects of component skills. These results are discussed in light of DIER, including instructional and assessment implications for reading development and reading difficulties.

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“…Establishing a student’s strengths and weaknesses in foundational skills is valuable, as research indicates that such skills contribute to variability in student performance among reading comprehension assessments (Collins et al, 2020; Keenan et al, 2008). For example, a student with LD in reading with limited word reading fluency may perform less well on certain assessments that rely heavily on that particular skill (Keenan, 2014; Nation, 2019).…”

Section: Step 1: Establish a Student’s Foundational Skillsmentioning

confidence: 99%

“…Step 1 describes seven foundational skills that influence reading comprehension scores (Collins et al, 2020; Keenan et al, 2008; Spencer et al, 2019). Educators may establish a student’s skill level in these areas from formal and informal sources, including summative assessment scores, screening, progress monitoring, or benchmarking data, diagnostic evaluations, and classroom observations.…”

Section: Step 1: Establish a Student’s Foundational Skillsmentioning

confidence: 99%

Making Sense of Reading Comprehension Assessments: Guidance for Evaluating Student Performance

Collins

Lindström

2021

Intervention in School and Clinic

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Educators use reading comprehension assessments to summarize academic achievement, make decisions in diagnostic evaluations, and identify intervention needs. A challenge, however, with using different assessments in practice is that student performance may change depending on which assessment is administered. This article guides educators in evaluating student performance across multiple assessments, specifically when making decisions for students with learning disabilities (LD) in reading. First, this article provides educators with guidance in establishing a student’s foundational skills, specifically those that may contribute to low performance on reading comprehension assessments. Next, the article presents steps for examining the texts and assessment methods commonly used in measures of reading comprehension. The article concludes with recommendations for evaluating student performance when considering a student’s foundational skills and characteristics of reading comprehension assessments.

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Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader

Cited by 34 publications

References 43 publications

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers

Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading

Making Sense of Reading Comprehension Assessments: Guidance for Evaluating Student Performance

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