ERIC Number: EJ1052181
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Measuring Reading Comprehension of Content Area Texts Using an Assessment of Knowledge Organization
Davis, Marcia H.; Guthrie, John T.
Journal of Educational Research, v108 n2 p148-164 2015
The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related well to a free-recall measure of science reading comprehension and differentiated poor and proficient readers. In Study 2, 176 third-grade students were given the proximity data measure on science text along with measures of prior knowledge, questioning, and text searching. In Study 3, 160 ninth-grade students were given the proximity data measure after reading a social studies text that varied on the presence of text signals and familiarity. The findings of this study extend the literature on the cognitive processing that contributes to higher order comprehension of information text among elementary and secondary students.
Descriptors: Reading Comprehension, Content Area Reading, Knowledge Level, Grade 3, Elementary School Students, Sciences, Rating Scales, Recall (Psychology), Reading Skills, Prior Learning, Grade 9, Social Studies, Familiarity, Cognitive Processes, Secondary School Students, Scores, Proximity, Statistical Analysis, Language Arts, Reading Materials, Reading Strategies
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A