Computer-Based Assessment of Reading Ability and Subtypes of Readers with Reading Comprehension Difficulties: A Study in French Children from G2 to G9

Autor/inn/en	Auphan, Pauline; Ecalle, Jean; Magnan, Annie
Titel	Computer-Based Assessment of Reading Ability and Subtypes of Readers with Reading Comprehension Difficulties: A Study in French Children from G2 to G9
Quelle	In: European Journal of Psychology of Education, 34 (2019) 3, S.641-663 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-018-0396-7
Schlagwörter	Reading Difficulties; Computer Assisted Testing; Reading Tests; Reading Comprehension; Test Validity; Reading Achievement; French; Grade 2; Elementary School Students; Accuracy; Reading Rate; Listening Comprehension; Sustained Silent Reading; Inferences; Reading Processes; Foreign Countries; Grade 9; Longitudinal Studies; France + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Lesetest; Leseverstehen; Testvalidität; Leseleistung; Französisch; School year 02; 2. Schuljahr; Schuljahr 02; Reading readiness; Reading speed; Lesegeschwindigkeit; Hörverständnis; Stilles Lesen; Inference; Inferenz; Leseprozess; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frankreich
Abstract	Reading difficulties in school are very challenging for teachers due to many different reader subtypes in one and the same class. Moreover, there are few easy-to-use tools enabling teachers to assess reading ability. According to the Simple View of Reading (Hoover and Gough in "Reading and Writing", 2(2), 127-160, 1990), efficient reading comprehension is the result of an interaction between word reading (through three word representation levels: orthographic, phonological, and semantic) and comprehension (through three processing types: literal, text-connecting, and gap-filling inferences). Difficulties in one of these components, or in both, should lead to difficulties in reading comprehension and bring about different reader subtypes. This study aims, first, to examine the validity of the tool and, second, to explore performance reading patterns of children with reading difficulties. A population of 485 typically developing French children from grade 2 to grade 9 was tested using three computerized tasks that recorded accuracy and speed: lexical quality to examine the three levels of word representation; silent reading and listening comprehension to examine both literal and inferential processing. Results showed the appropriateness of the tool but also identified a number of limits. It was possible with the results to detect 76 children with reading comprehension difficulties and to divide them into 5 clusters essentially according to their word reading performances. The results are discussed in relation to the theoretical frameworks used to build the tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01