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ERIC Number: EJ1004802
Record Type: Journal
Publication Date: 2012-May
Pages: 14
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-0731-9487
The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students
Reed, Deborah K.; Vaughn, Sharon; Petscher, Yaacov
Learning Disability Quarterly, v35 n2 p76-89 May 2012
In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, [chi][squared](32) = 97.316; comparative fit index = 0.96; Tucker-Lewis index = 0.94; and root mean square error of approximation = 0.08. Retell's chi-square difference, [delta][chi][squared](1) = 16.652, p less than 0.001, and factor loading (0.250, p less than 0.001) were higher for the comprehension construct. Similarly, retell's correlation to comprehension measures (r = 0.155-0.257, p less than 0.01) was stronger than its relationship to measures of fluency (r = 0.158-0.183, p less than 0.01) or word identification (r = 0.132, p less than 0.05). However, retell had a large residual variance (0.938) and low interrater reliability ([kappa] = 0.37), suggesting that improvements to the instrument are needed. Despite overall latent differences, retell did not demonstrate differential item functioning. (Contains 8 tables and 2 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas