Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory

Detalhes bibliográficos
Autor(a) principal: Santos, Sandra Cristina Silva
Data de Publicação: 2017
Outros Autores: Cadime, Irene Maria Dias, Viana, Fernanda Leopoldina, Chaves-Sousa, Séli, Gayo, Elena, Maia, José, Ribeiro, Iolanda
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/1822/50047
Resumo: Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students’ reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension.
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spelling Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memoryReading comprehensionReading assessmentValidityConfirmatory factorial analysisNarrative textsExpository textsCiências Sociais::PsicologiaSocial SciencesReading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students’ reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal. Grant FCOMP-01-0124-FEDER-010733 from Fundação para a Ciência e Tecnologia (FCT) and the European Regional Development Fund (FEDER) through the European program COMPETE (Operational Program for Competitiveness Factors) under the National Strategic Reference Framework (QREN). It was also supported by FCT grant SFRH/BD/94763/2013.info:eu-repo/semantics/publishedVersionWileyUniversidade do MinhoSantos, Sandra Cristina SilvaCadime, Irene Maria DiasViana, Fernanda LeopoldinaChaves-Sousa, SéliGayo, ElenaMaia, JoséRibeiro, Iolanda20172017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/50047engSantos, S., Cadime, I., Viana, F. L., Chaves-Sousa, S., Gayo, E., Maia, J., & Ribeiro, I. (2017). Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory. Scandinavian Journal of Psychology, 58,1-8.0036-556410.1111/sjop.1233527775156http://onlinelibrary.wiley.com/doi/10.1111/sjop.12335/epdfinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:22:09Zoai:repositorium.sdum.uminho.pt:1822/50047Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:15:36.284111Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
title Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
spellingShingle Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
Santos, Sandra Cristina Silva
Reading comprehension
Reading assessment
Validity
Confirmatory factorial analysis
Narrative texts
Expository texts
Ciências Sociais::Psicologia
Social Sciences
title_short Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
title_full Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
title_fullStr Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
title_full_unstemmed Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
title_sort Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory
author Santos, Sandra Cristina Silva
author_facet Santos, Sandra Cristina Silva
Cadime, Irene Maria Dias
Viana, Fernanda Leopoldina
Chaves-Sousa, Séli
Gayo, Elena
Maia, José
Ribeiro, Iolanda
author_role author
author2 Cadime, Irene Maria Dias
Viana, Fernanda Leopoldina
Chaves-Sousa, Séli
Gayo, Elena
Maia, José
Ribeiro, Iolanda
author2_role author
author
author
author
author
author
dc.contributor.none.fl_str_mv Universidade do Minho
dc.contributor.author.fl_str_mv Santos, Sandra Cristina Silva
Cadime, Irene Maria Dias
Viana, Fernanda Leopoldina
Chaves-Sousa, Séli
Gayo, Elena
Maia, José
Ribeiro, Iolanda
dc.subject.por.fl_str_mv Reading comprehension
Reading assessment
Validity
Confirmatory factorial analysis
Narrative texts
Expository texts
Ciências Sociais::Psicologia
Social Sciences
topic Reading comprehension
Reading assessment
Validity
Confirmatory factorial analysis
Narrative texts
Expository texts
Ciências Sociais::Psicologia
Social Sciences
description Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students’ reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension.
publishDate 2017
dc.date.none.fl_str_mv 2017
2017-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/1822/50047
url http://hdl.handle.net/1822/50047
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Santos, S., Cadime, I., Viana, F. L., Chaves-Sousa, S., Gayo, E., Maia, J., & Ribeiro, I. (2017). Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory. Scandinavian Journal of Psychology, 58,1-8.
0036-5564
10.1111/sjop.12335
27775156
http://onlinelibrary.wiley.com/doi/10.1111/sjop.12335/epdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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