ERIC Number: EJ1029989
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
Reference Count: 49
Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension
Miller, Amanda C.; Davis, Nicole; Gilbert, Jennifer K.; Cho, Sun-Joo; Toste, Jessica R.; Street, James; Cutting, Laurie E.
Learning Disabilities Research & Practice, v29 n1 p25-35 Feb 2014
Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students' (n = 94; mean age = 11.97 years) performance on two indicators of reading comprehension: different types of comprehension questions and passage fluency. We found that variables related to word recognition, language, and executive function were influential across various types of passages and comprehension questions and also predicted a reader's passage fluency. Further, an exploratory analysis of two-way interaction effects was conducted. Results suggest that understanding the relative influence of passage, question, and student variables has implications for identifying struggling readers and designing interventions to address their individual needs.
Descriptors: Reading Comprehension, Reading Skills, Student Characteristics, Reading Fluency, Word Recognition, Executive Function, Interaction, Reading Difficulties, Questioning Techniques
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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