Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models

Autor/inn/en	Barnes, Marcia A.; Stuebing, Karla K.; Fletcher, Jack M.; Barth, Amy E.; Francis, David J.
Titel	Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 2, S.153-172 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1111482
Schlagwörter	Reading Difficulties; Reading Comprehension; Secondary School Students; Short Term Memory; Decoding (Reading); Nonverbal Ability; Intelligence Quotient; Regression (Statistics); Sample Size; Comparative Analysis; Age Differences; Cognitive Processes; Criterion Referenced Tests; Achievement Tests; Efficiency; Reading Tests; Prompting; Matched Groups; Scores; Adolescents; Intelligence Tests; Gates MacGinitie Reading Tests; Kaufman Brief Intelligence Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseverstehen; Sekundarschüler; Kurzzeitgedächtnis; Dekodierung; Intelligenzquotient; Regression; Regressionsanalyse; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Effectiveness; Effektivität; Wirkungsgrad; Lesetest; Benutzerführung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intelligence test; Intelligenztest
Abstract	Difficulties suppressing previously encountered but currently irrelevant information from working memory characterize less skilled comprehenders in studies in which they are matched to skilled comprehenders on word decoding and nonverbal IQ. These "extreme" group designs are associated with several methodological issues. When sample size permits, regression approaches permit a more accurate estimation of effects. Using data for students in Grades 6 through 12 (n = 766), regression techniques assessed the significance and size of the relation of suppression to reading comprehension across the distribution of comprehension skill. After accounting for decoding efficiency and nonverbal IQ, suppression, measured by performance on a verbal proactive interference task, accounted for a small amount of significant unique variance in comprehension (less than 1%). A comparison of suppression in less skilled comprehenders matched to more skilled comprehenders (48 per group) on age, word reading efficiency, and nonverbal IQ did not show significant group differences in suppression. The implications of the findings for theories of reading comprehension and for informing comprehension assessment and intervention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01