Identifying Robust Variations Associated with Reading Comprehension Skill: The Search for Pressure Points

Autor/inn/en	Compton, Donald L.; Pearson, P. David
Titel	Identifying Robust Variations Associated with Reading Comprehension Skill: The Search for Pressure Points
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 2, S.223-231 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1149007
Schlagwörter	Reading Comprehension; Predictor Variables; Evidence Based Practice; Reader Text Relationship; Reading Instruction; Thinking Skills; Reading Skills + Suchen Sie Ihr Suchwort? Leseverstehen; Prädiktor; Leseunterricht; Denkfähigkeit; Reading skill; Lesefertigkeit
Abstract	This special issue of "JREE" ["Journal of Research on Educational Effectiveness"] features studies from three of the teams (Barnes, Stuebing, Fletcher, Barth, & Francis; Language and Reading Research Consortium, Arthur, & Davis; LaRusso et al.) supported by the Institute of Education Sciences--Reading for Understanding Research (RFU) Initiative. Each study examined the importance of comprehension-related variables (i.e., academic language, perspective taking, complex reasoning skill, suppression, and response to instructional dosage) in developing readers. In this commentary we apply Perfetti and Adlof's (2012) concept of comprehension-related "pressure points" to help us assess whether the "size" of relation between the comprehension-related variables and reading comprehension skill are large enough to be of practical significance for assessment and intervention. In general, we conclude that none of the comprehension-related variables investigated in the special issue meet the criteria for inclusion as a pressure point. However, we caution that decontextualized assessments of potentially important comprehension-related skills applied as predictors to generic passage variance without concern for important reader-by-text interactions may result in underestimates of the importance of reader characteristics in certain texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01