低年级和高年级两种不同阅读理解任务的认知预测因素

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2024-08-21 DOI:10.1177/07342829241276226
R. Brandon Conaway, Ara J. Schmitt, Elizabeth McCallum, Laura M. Crothers, James B. Schreiber
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引用次数: 0

摘要

阅读障碍,包括阅读理解障碍,是学校最常见的转介评估项目之一。如果评估涉及单独进行的阅读测试,那么考官就必须选择至少一项与特定任务要求相关的阅读理解子测试,如 "掐头去尾 "程序或 "故事复述 "程序。本研究探讨了低年级(即 1-5 年级)和高年级(即 6-12 年级)这两类阅读理解测量成绩的相关性。研究结果表明,这两种任务之间存在适度的相关性,而且有证据表明,在这两个年级组中,有阅读障碍的学生在 "掐头去尾 "阅读理解测量中的表现可能比故事复述测量中的表现要差。回归分析表明,每项阅读理解任务的差异都与一组独特的预测变量有关,这些变量与阅读五大要素和短期/工作记忆有关。讨论的重点是这些发现对疑似残疾学生的评估和研究的影响。
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Cognitive Predictors of Two Distinct Reading Comprehension Tasks in Lower and Upper Grades
Reading disorders, including reading comprehension disorders, are among the most common referrals for evaluation in schools. If that evaluation involves individually administered tests of reading, the examiner is faced with selecting at least one reading comprehension subtest that is inherently associated with specific task demands, such as a cloze procedure or a story retell procedure. This study explored the correlates of performance of these two types of reading comprehension measures in lower grades (i.e., grades 1–5) and upper grades (i.e., grades 6–12). Results revealed a moderate correlation between these two tasks and evidence that students with reading disorders may perform poorer on cloze reading comprehension measures than story retell measures in both grade groupings. Regression analyses revealed that variance in each reading comprehension task is associated with a unique grouping of predictor variables that are associated with the Big Five of Reading and short-term/working memory. Discussion focuses on the implications of these findings for the evaluation of students with suspected disabilities and research.
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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