Extending Research on the Validity of Brief Reading Comprehension Rate and Level Measures to College Course Success

Autor/inn/en	Williams, Robert L.; Skinner, Christopher H.; Jaspers, Kathryn E.
Titel	Extending Research on the Validity of Brief Reading Comprehension Rate and Level Measures to College Course Success
Quelle	In: Behavior Analyst Today, 8 (2007) 2, S.109-127 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-4352
Schlagwörter	Reading Comprehension; Test Wiseness; Student Participation; Multiple Choice Tests; Reading Rate; Academic Achievement; Validity; Reliability; College Curriculum; Undergraduate Students; Oral Reading; Silent Reading; Reading Fluency + Suchen Sie Ihr Suchwort? Leseverstehen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Reading readiness; Reading speed; Lesegeschwindigkeit; Schulleistung; Gültigkeit; Reliabilität; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Stilles Lesen
Abstract	Students in an undergraduate human development course (N = 215) participated in a brief assessment of their reading (comprehension level, reading speed, comprehension rate) and multiple-choice test-taking skills on the second day of class. Students first read a one-page, 400-word passage unrelated to the course and then answered 10 multiple-choice questions over the passage without referring back to the passage. To control for test-taking skills, students also answered 10 multiple-choice questions from an equivalent passage they did not read. Videotapes of student participation permitted individual assessment of time required to complete each phase. Subsequently, during the semester students took five 50-item multiple-choice exams over the major units in the course. Results showed that the brief reading comprehension measures predicted multiple-choice exam performance and that comprehension level accounted for most of the variance in exam performance. Discussion focuses on enhancing brief reading assessment procedures by including direct measures of comprehension. (Contains 3 tables.) (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10