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

Journal article

Collins, Alyson A., Compton, Donald L., Lindström, Esther R. R. and Gilbert, Jennifer K.. (2020). Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader. Reading and Writing. 33(3), pp. 605-634. https://doi.org/10.1007/s11145-019-09972-5
AuthorsCollins, Alyson A., Compton, Donald L., Lindström, Esther R. R. and Gilbert, Jennifer K.
Abstract

These studies examined the contribution of text, activity, and reader to variance in reading comprehension test scores. Study 1 focused on multiple-choice and open-ended item responses, whereas Study 2 examined retell. Both studies included 79 fourth-grade students (age M = 9.72; SD = .34). Each student read six passages from the Qualitative Reading Inventory-Fifth Edition (QRI-5) and completed comprehension assessments of varying response format (open-ended questions, multiple choice, and retell). Measures of cognitive capacity, language knowledge, learning motivation, and word reading fluency were also administered. In Study 1, item-response crossed random effects models revealed statistically significant differences between open-ended question and multiple-choice response formats, and three covariates significantly predicted reading comprehension test scores: (a) attentive behavior, (b) language knowledge, and (c) working memory. Further exploratory analyses identified two-way interactions: (a) Response Format × Attentive Behavior, and (b) Response Format × Language Knowledge. In Study 2, crossed random effects models revealed two statistically significant predictors of retell scores: (a) text genre, and (b) language knowledge. Findings suggest different response format activities may contribute to variance in reading comprehension tests scores, and this test property may further interact with text as well as reader abilities.

Keywordsassessment; attention; language knowledge; reading comprehension ; test; working memory
Year01 Jan 2020
JournalReading and Writing
Journal citation33 (3), pp. 605-634
PublisherSpringer
ISSN0922-4777
Digital Object Identifier (DOI)https://doi.org/10.1007/s11145-019-09972-5
Web address (URL)https://link.springer.com/article/10.1007/s11145-019-09972-5
Open accessPublished as non-open access
Research or scholarlyResearch
Page range605-634
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online29 Aug 2019
Publication process dates
Accepted2019
Deposited26 Jul 2024
Additional information

© Springer Nature B.V. 2019

Place of publicationNetherlands
Permalink -

https://acuresearchbank.acu.edu.au/item/90w01/performance-variations-across-reading-comprehension-assessments-examining-the-unique-contributions-of-text-activity-and-reader

Log in to edit

Restricted files

Publisher's version

  • 25
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Revisiting the definition of dyslexia
Catts, Hugh W., Terry, Nicole Patton, Lonigan, Christopher J., Compton, Donald, Wagner, Richard K., Steacy, Laura M., Farquharson, Kelly and Petscher, Yaacov. (2024). Revisiting the definition of dyslexia. Annals of Dyslexia. pp. 1-21. https://doi.org/10.1007/s11881-023-00295-3
Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals?
Rigobon, V. M., Gutiérrez, N., Edwards, A. A., Abes, D., Steacy, L. M. and Compton, D. C.. (2023). Does Spanish knowledge contribute to accurate English word spelling in adult bilinguals? Bilingualism: Language and Cognition. 26(5), pp. 924-941. https://doi.org/10.1017/S1366728923000093
Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students
Elleman, Amy M., Steacy, Laura M., Gilbert, Jennifer, Cho, Eunsoo, Miller, Amanda C., Coyne-Green, Aviva, Pritchard, Penn, Fields, R. Stacy, Schaeffer, Samantha and Compton, Donald. (2022). Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences. 98, pp. 1-13. https://doi.org/10.1016/j.lindif.2022.102182
Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading
Steacy, Laura M., Rigobon, Valeria M., Edwards, Ashley A., Abes, Daniel R., Marencin, Nancy C., Smith, Kathryn, Elliott, James D., Wade-Woolley, Lesly and Compton, Donald L.. (2022). Modeling complex word reading : Examining influences at the level of the word and child on mono-and polymorphemic word reading. Scientific Studies of Reading. 26(6), pp. 527-544. https://doi.org/10.1080/10888438.2022.2077109
Unpacking the unique relationship between set for variability and word reading development : Examining word and child-level predictors of performance
Edwards, Ashley A., Steacy, Laura M., Siegeleman, Noam, Rigobon, Valeria M., Kearns, Devin M., Rueckl, Jay G and Compton, Donald L.. (2022). Unpacking the unique relationship between set for variability and word reading development : Examining word and child-level predictors of performance. Journal of Educational Psychology. 114(6), pp. 1242-1256. https://doi.org/10.1037/edu0000696
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade : Informing Developmental Trajectories of Children With Dyslexia
Steacy, Laura M., Edwards, Ashley A., Rueckl, Jay G., Petscher, Yaacov and Compton, Donald. (2021). Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade : Informing Developmental Trajectories of Children With Dyslexia. Child Development. 92(3), pp. 252-269. https://doi.org/10.1111/cdev.13468
Closing the word-problem achievement gap in first grade : Schema-based word-problem intervention with embedded language comprehension instruction.
Fuchs, Lynn S., Seethaler, Pamela M., Sterba, Sonya K., Craddock, Caitlin, Fuchs, Douglas, Compton, Donald, Geary, David C. and Changas, Paul. (2021). Closing the word-problem achievement gap in first grade : Schema-based word-problem intervention with embedded language comprehension instruction. Journal of Educational Psychology. 113(1), pp. 86-103. https://doi.org/10.1037/edu0000467
Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
Siegelman, Noam, Rueckl, Jay G., Steacy, Laura M., Frost, Stephen J., van den Bunt, Mark, Zevin, Jason D., Seidenberg, Mark S. S., Pugh, Kenneth R., Compton, Donald L. and Morris, Robin D.. (2020). Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills. Journal of Memory and Language. 114, pp. 1-14. https://doi.org/10.1016/j.jml.2020.104145
Dynamic assessment as a screening tool for early identification of reading disabilities : a latent change score approach
Cho, Eunsoo, Compton, Donald and Josol, Cynde Katherine. (2020). Dynamic assessment as a screening tool for early identification of reading disabilities : a latent change score approach. Reading and Writing. 33(3), pp. 719-739. https://doi.org/10.1007/s11145-019-09984-1
Past perspectives and new opportunities for the explanatory item response model
Petscher, Yaacov, Compton, Donald, Steacy, Laura M. and Kinnon, Hannah. (2020). Past perspectives and new opportunities for the explanatory item response model. Annals of Dyslexia : an interdisciplinary journal of specific language disability. 70(2), pp. 160-179. https://doi.org/10.1007/s11881-020-00204-y
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter?
Cho, Eunsoo, Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas and Compton, Donald. (2020). Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter? Journal of Learning Disabilities. 53(5), pp. 380-398. https://doi.org/10.1177/0022219419898887
Introduction to Special Issue. Models for Innovation : Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science
Fuchs, Lynn S. and Compton, Donald. (2019). Introduction to Special Issue. Models for Innovation : Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science. New Directions in Child and Adolescent Development. 2019(165), pp. 5-10. https://doi.org/10.1002/cad.20287
Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
Steacy, Laura M., Compton, Donald, Petscher, Yaacov, Elliott, James D., Smith, Kathryn, Rueckl, Jay G., Sawi, Oliver, Frost, Stephen J. and Pugh, Kenneth R.. (2019). Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers. Scientific Studies of Reading. 23(1), pp. 49-63. https://doi.org/10.1080/10888438.2018.1466303
Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities
Steacy, Laura M. and Compton, Donald. (2019). Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities. Journal of Experimental Child Psychology. 178, pp. 226-250. https://doi.org/10.1016/j.jecp.2018.09.007
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
Peng, Peng, Fuchs, Douglas, Fuchs, Lynn S., Elleman, Amy M., Kearns, Devin M., Gilbert, Jennifer, Compton, Donald, Cho, Eunsoo and Patton, Samuel. (2019). A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers. Journal of Learning Disabilities. 52(3), pp. 195-208. https://doi.org/10.1177/0022219418809080
Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
Compton, Donald, Steacy, Laura M., Petscher, Yaacov, Rueckl, Jay G., Landi, Nicole and Pugh, Kenneth R.. (2019). Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers. New Directions in Child and Adolescent Development. 2019(165), pp. 55-71. https://doi.org/10.1002/cad.20294
Understanding, Educating, and Supporting Children With Specific Learning Disabilities : 50 Years of Science and Practice
Grigorenko, Elena L., Compton, Donald, Fuchs, Lynn S., Wagner, Richard K., Willcutt, Erik G. and Fletcher, Jack M.. (2019). Understanding, Educating, and Supporting Children With Specific Learning Disabilities : 50 Years of Science and Practice. American Psychologist. 75(1), pp. 37-51. https://doi.org/10.1037/amp0000452
The Role of Set for Variability in Irregular Word Reading : Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities
Steacy, Laura M., Wade-Woolley, Lesly, Rueckl, Jay G., Pugh, Kenneth R., Elliott, James D. and Compton, Donald. (2019). The Role of Set for Variability in Irregular Word Reading : Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities. Scientific Studies of Reading. 23(6), pp. 523-532. https://doi.org/10.1080/10888438.2019.1620749
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program : A Step Toward Aptitude-by-Treatment Interaction
Fuchs, Douglas, Kearns, Devin M., Fuchs, Lynn S., Elleman, Amy M., Gilbert, Jennifer, Patton, Samuel, Peng, Peng and Compton, Donald. (2019). Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program : A Step Toward Aptitude-by-Treatment Interaction. Exceptional Children. 85(2), pp. 229-247. https://doi.org/10.1177/0014402918802801
Comparing students with and without reading difficulties on reading comprehension assessments : A meta-analysis
Collins, Alyson A., Lindström, Esther R. R. and Compton, Donald L.. (2018). Comparing students with and without reading difficulties on reading comprehension assessments : A meta-analysis. Journal of Learning Disabilities. 51(2), pp. 108-123. https://doi.org/10.1177/0022219417704636
Upside-Down Response to Intervention: A Quasi-Experimental Study
Bouton, Bobette, McConnell, John R., Barquero, Laura A., Gilbert, Jennifer K. and Compton, Donald L.. (2018). Upside-Down Response to Intervention: A Quasi-Experimental Study. Learning Disabilities Research & Practice. 33(4), pp. 229-236. https://doi.org/10.1111/ldrp.12171