The Dimensions of Reading Comprehension in Dutch Children: Is Differentiation by Text and Question Type Necessary?

Autor/inn/en	Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.
Titel	The Dimensions of Reading Comprehension in Dutch Children: Is Differentiation by Text and Question Type Necessary?
Quelle	In: Journal of Educational Psychology, 109 (2017) 1, S.70-83 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000120
Schlagwörter	Reading Comprehension; Foreign Countries; Grade 4; Elementary School Students; Test Items; Multitrait Multimethod Techniques; Correlation; Scores; Reading Rate; Vocabulary; Short Term Memory; Factor Analysis; Cognitive Processes; Predictor Variables; Achievement Tests; International Assessment; Reading Tests; Reading Achievement; Verbal Ability; Intelligence Tests; Standardized Tests; Netherlands; Progress in International Reading Literacy Study; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Leseverstehen; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Test content; Testaufgabe; Korrelation; Reading readiness; Reading speed; Lesegeschwindigkeit; Wortschatz; Kurzzeitgedächtnis; Faktorenanalyse; Cognitive process; Kognitiver Prozess; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Leseleistung; Mündliche Leistung; Intelligence test; Intelligenztest; Standadised tests; Standardisierter Test; Niederlande
Abstract	Many recent studies have aimed to demonstrate that specific types of reading comprehension depend on different underlying cognitive abilities. In these studies, it is often implicitly assumed that reading comprehension is a multidimensional construct. The general aim of this study was to examine the dimensionality of a large pool of reading comprehension items differing according to text and question type. The items were administered to 996 fourth-grade children. We used multitrait, multimethod modeling to test for the existence of specific text and question types. In addition, the correlations of factor scores, reflecting the different measures of reading comprehension, with word reading speed, vocabulary, and working memory were examined. Confirmatory factor analyses revealed that the specific measures of comprehension, differing according to text and question type, hardly reflected systematic variation, after a general factor of reading comprehension was taken into account. Reading comprehension items thus largely reflect a common factor. Factor scores that were supposed to reflect specific comprehension factors were not reliable and were hardly related to word reading speed, vocabulary, and working memory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01