The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students

Autor/inn/en	Reed, Deborah K.; Vaughn, Sharon; Petscher, Yaacov
Titel	The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students
Quelle	In: Learning Disability Quarterly, 35 (2012) 2, S.76-89 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Factor Analysis; Validity; Reading Comprehension; Grade 8; Interrater Reliability; Goodness of Fit; Middle School Students; Comparative Analysis; Grade 7; Correlation; Oral Reading; Reading Fluency; Texas + Suchen Sie Ihr Suchwort? Faktorenanalyse; Gültigkeit; Leseverstehen; School year 08; 8. Schuljahr; Schuljahr 08; Interrater-Reliabilität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Korrelation; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, [chi][squared](32) = 97.316; comparative fit index = 0.96; Tucker-Lewis index = 0.94; and root mean square error of approximation = 0.08. Retell's chi-square difference, [delta][chi][squared](1) = 16.652, p less than 0.001, and factor loading (0.250, p less than 0.001) were higher for the comprehension construct. Similarly, retell's correlation to comprehension measures (r = 0.155-0.257, p less than 0.01) was stronger than its relationship to measures of fluency (r = 0.158-0.183, p less than 0.01) or word identification (r = 0.132, p less than 0.05). However, retell had a large residual variance (0.938) and low interrater reliability ([kappa] = 0.37), suggesting that improvements to the instrument are needed. Despite overall latent differences, retell did not demonstrate differential item functioning. (Contains 8 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10