NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1103711
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0144-3410
Exploring Reading Comprehension Skill Relationships through the G-DINA Model
Chen, Huilin; Chen, Jinsong
Educational Psychology, v36 n6 p1049-1064 2016
By analysing the test data of 1029 British secondary school students' performance on 20 Programme for International Student Assessment English reading items through the generalised deterministic input, noisy "and" gate (G-DINA) model, the study conducted two investigations on exploring the relationships among the five reading comprehension skills defined by six English language experts. Skill groups, skill types and conflicting relationship were discovered in the investigation about the relationship among reading comprehension skills as part of the cognitive structure of the examinees, which provided insights into the sequence of reading skill training. The investigation about the relationship among reading comprehension skills in the problem-solving process, conducted at the item level, conceptualised skill relationship patterns as strategies for solving items. The study also demonstrated that saturated G-DINA model catered to the characteristics of reading comprehension skills and could be applied to tests involving highly interactive and hierarchical skills.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A