Do Reading Comprehension Assessment Tests Result in the Same Reading Profile? A Study of Spanish Primary School Children

Autor/inn/en	Calet, Nuria; López-Reyes, Rocío; Jiménez-Fernández, Gracia
Titel	Do Reading Comprehension Assessment Tests Result in the Same Reading Profile? A Study of Spanish Primary School Children
Quelle	In: Journal of Research in Reading, 43 (2020) 1, S.98-115 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calet, Nuria) ORCID (Jiménez-Fernández, Gracia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12292
Schlagwörter	Reading Comprehension; Reading Difficulties; Nonverbal Ability; Reading Tests; Standardized Tests; Spanish; Grade 5; Grade 6; Public Schools; Vocabulary Skills; Correlation; Classification; Profiles; Identification; Test Use; Elementary School Students; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Lesetest; Standadised tests; Standardisierter Test; Spanisch; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Public school; Öffentliche Schule; Aktiver Wortschatz; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Charakterisierung; Profilanalyse; Identifikation; Identifizierung; Testanwendung; Ausland; Spanien
Abstract	Background: Detecting reading comprehension difficulties is challenging because many factors are involved in comprehension ability. Various reading comprehension tests can be used to detect difficulties but often do not yield the same results. Method: Our aim was to analyse the agreement between three commonly used standardised reading comprehension tests (ECOMPLEC, ACL and PROLEC-R) in the detection of reading comprehension difficulties in Spanish. A total of 139 children (72 fifth graders and 67 sixth graders) at the same public-sector school participated in this study. The three reading comprehension tests were administered, together with word and nonword reading, vocabulary and nonverbal intelligence measures. Results: Modest intercorrelations among the tests were found. The consistency of classification for each reading profile across the three reading comprehension tests was low. The results show different reading comprehension profiles depending on the test used. Conclusions: It is important to use more than one instrument to diagnose reading comprehension difficulties, due to the complexity involved. Furthermore, knowledge of the characteristics of each reading comprehension test is essential to the choice of test. The educational implications of children being wrongly diagnosed are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01