ERIC Number: ED214127
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
The Relationships between Student Retellings and Selected Comprehension Measures.
Sadoski, Mark C.
A study examined the relationships between retelling--an indicator of reading comprehension obtained through a student's oral recall of a story--and three other indicators of reading comprehension representing various viewpoints in comprehension measurement: miscues, a post oral-reading cloze test, and a passage dependent multiple choice test. Forty-eight fifth grade students of diverse abilities read orally a complete basal reader story. A comprehension process (miscue) score was derived for each student, and the subjects were given the remaining comprehension tasks in counterbalanced order. Six research questions using multiple regression techniques were used to probe the relationships between these indicators and the students' subscores in the retelling format for stories as specified in the miscue analysis procedures. Additional analysis established a corroborative framework between the various indicators using correlations to establish concurrent and predictive validity. Factor analysis defined measurement levels in the data that were theoretically interpretable from a levels-of-processing perspective. The results suggested a degree of construct validity for the indicators used and yielded support for miscue theory and levels-of-processing theory in reading comprehension. (Appendixes contain tables of data and a copy of the comprehension questions used in the study). (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (27th, Chicago, IL, April 26-30, 1982).