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ERIC Number: ED177536
Record Type: RIE
Publication Date: 1979-Sep
Pages: 15
Abstractor: N/A
Reference Count: 0
"Which" Comprehension? Artifacts in the Measurement of Reading Comprehension.
Hunter, William J.; And Others
Differences in 164 fifth grade students' reading comprehension scores were obtained with four different tasks typically used to measure comprehension (multiple choice, recall, cloze, and maze), using four different reading passages that were equated according to readability formulas. Data analyses revealed significant effects for passage, task, and an interaction between task and passage. It was concluded that the choice of a particular comprehension passage and testing procedure, whether in research or practice, may lead to conclusions that inappropriately generalize to other operational definitions of reading comprehension. These results suggest serious limitations of most contemporary reading comprehension research and testing. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (87th, New York, NY, September 1-5, 1979)