Examining the Prediction of Reading Comprehension on Different Multiple-Choice Tests

Autor/inn/en	Andreassen, Rune; Braten, Ivar
Titel	Examining the Prediction of Reading Comprehension on Different Multiple-Choice Tests
Quelle	In: Journal of Research in Reading, 33 (2010) 3, S.263-283 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
Schlagwörter	Reading Comprehension; Multiple Choice Tests; Reading Motivation; Short Term Memory; Word Recognition; Grade 5; Foreign Countries; Measures (Individuals); Reading Processes; Multiple Regression Analysis; Prediction; Reading Skills; Inferences; Norway + Suchen Sie Ihr Suchwort? Leseverstehen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lesemotivation; Kurzzeitgedächtnis; Worterkennung; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Messdaten; Leseprozess; Vorhersage; Reading skill; Lesefertigkeit; Inference; Inferenz; Norwegen
Abstract	In this study, 180 Norwegian fifth-grade students with a mean age of 10.5 years were administered measures of word recognition skills, strategic text processing, reading motivation and working memory. Six months later, the same students were given three different multiple-choice reading comprehension measures. Based on three forced-order hierarchical multiple regression analyses, results indicated that the unique contribution of measured skills and processes to performance varied across comprehension tests. In particular, when the test consisted of a longer passage, contained a larger proportion of inferential questions and was answered without access to relevant text passages, the relative importance of word recognition skills seemed to be reduced while working memory emerged as a relatively strong, unique positive predictor of comprehension performance. These findings have important practical implications for the assessment of reading comprehension. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10