Relative Contributions of Components to Different Reading Comprehension Tasks in Grade 3-4

Abstract

Objectives: There has been insufficient work done to explore underpinning components of different reading comprehension tasks. The purpose of this study was to investigate differential patterns of relations of components to two widely used assessments of reading comprehension. Methods: One hundred and twenty-seven typically developing children in grade 3 to 4 completed two measures of reading comprehension in 'open-ended question task' and 'cloze task formats'. Assessments to measure nonverbal IQ, phonological memory, phonological awareness, morphological awareness, receptive vocabulary, and word reading were also undertaken. Results: Correlation and regression analyses indicated that the two measures of reading comprehension are influenced by common components such as receptive vocabulary and phonological awareness. The findings also suggested that while morphological awareness predicted reading comprehension ability measured in 'open-ended question task format' , phonological memory and nonverbal IQ predicted the ability in 'cloze task format'. Conclusion: Even though common main components that predict reading comprehension exist, the differential patterns of relations and predictions of other components reflect that different measures might tap different components. The results also indicate that there might be differences in the underlying processing of two reading comprehension measures. In the future, the same approaches in this study should be used for children with comprehension difficulties in reading.

Contributions of Related Variables to Reading Comprehension in School-Age Children: A Two-Year Longitudinal Study

“…또한 최근 연구자들은 단어재인과 어휘뿐 아니라 읽기유창성(reading fluency)과 읽기이해의 유의한 관련성에도 주목하였는데 (Fuchs, Fuchs, Hosp, & Jenkins, 2001;Kim, Petscher, Schatschneider, & Foorman, 2010), Kim, Kim과 Kang (2016) (Deacon, Kieffer, & Laroche, 2014;Tong, Deacon, Kirby, Cain, & Parrila, 2011). 메타언어능력이 란 말소리뿐 아니라 단어, 구, 문장의 의미를 조작하거나 해석하는 능력을 의미하는데, 그중 형태인식(morphological awareness)은 단 어 내 형태소의 구조를 인지하고 의식적으로 조작함으로써 형태론 적으로 복잡한 낯선 단어의 의미를 파악하거나 새로운 단어를 형 성해내는 능력을 일컫는다 (Carlisle, 1995 (Bowers & Kirby, 2010;Sparks & Deacon, 2015), 형태인식 의 영향력 또한 어휘력과 마찬가지로 학년에 따라 증가한다고 보고 하고 있다 (Chung, 2016;Deacon & Kirby, 2004;Nagy, Berninger, & Abbott, 2006 (Perfetti, Landi, & Oakhill, 2005), 읽기이해 및 관련 영역을 측정하는 검사도구의 문항내용이나 유형에 따라 변인들이 보이는 예측력의 추이에 차이를 보이기도 하므로 (Chung, Kim, & Yoon, 2017;Cutting & Scarborough, 2006;Keenan, Betjemann, & Olson, 2008 (Park, Kim, Song, Jung, & Jung, 2008); KOLRA = Korea Language-based Reading Assessment (Pae, Kim, Yoon, & Jang, 2015 (Kim et al, 2016;Manolitsis et al, 2017;Silverman, Speece, Harring, & Ritchey, 2013). 이러한 논…”

The Role of Reading Automaticity and Prosody in Reading Comprehension of Elementary Students in Grades 2–4

“…본 연구의 제한점은 빈칸 채우기 형식으로만 아동의 읽기이해 능 력을 평가하였다는 점이다. 선행연구에 따르면 읽기이해를 평가하 는 검사 형식은 '빈 칸 채우기', '예/아니오 반응', '선다형 평가', '개방 형 질문', '다시 말하기' 등으로 다양하며 검사 형식에 따라 읽기이 해를 설명할 수 있는 변인에 있어 차이를 보이는 것으로 나타났다(Chung, Kim, & Yoon, 2017;Francis et al, 2006). 후속연구에서는 빈칸 채우기 형식 외 다른 검사 형식도 포함하여 아동의 읽기이해 능력을 평가한다면 읽기 자동성 및 운율성의 읽기이해 설명력을 좀 더 정확히 파악할 수 있을 것으로 보인다.…”