MOCCA College: An Assessment of Inferential Narrative and Expository Comprehension [Konferenzbericht] Paper presented at the International Conference on Higher Education Advances (6th, Valencia, Spain, 2020).

Autor/inn/en	Davison, Mark L.; Seipel, Ben; Clinton, Virgiia; Carlson, Sarah E.; Kennedy, Patrick C.
Titel	MOCCA College: An Assessment of Inferential Narrative and Expository Comprehension [Konferenzbericht] Paper presented at the International Conference on Higher Education Advances (6th, Valencia, Spain, 2020).
Quelle	(2020), (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Seipel, Ben) ORCID (Clinton, Virgiia) ORCID (Kennedy, Patrick C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.4995/HEAd20.2020.11081
Schlagwörter	Adult Literacy; Identification; Reading Difficulties; Intervention; Reliability; Comparative Analysis; Reading Ability; Reading Comprehension; Expository Writing; Narration; College Students; Difficulty Level; Reading Materials; Scores; Formative Evaluation; Reading Instruction; Reading Improvement; Reading Tests; Diagnostic Tests + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Reading difficulty; Leseschwierigkeit; Reliabilität; Reading competence; Lesekompetenz; Leseverstehen; Collegestudent; Schwierigkeitsgrad; Leseunterricht; Lesetest; Diagnostic test; Diagnostischer Test
Abstract	MOCCA-C is an assessment of adult reading ability designed for early diagnosis of reading problems, for formative assessment in reading intervention planning, for assessment of reading improvement over time, and for assessment of reading intervention outcomes. It uses both narrative and expository reading passages and it currently has four forms. Two goals of this research were to compare narrative and expository passages on (a) their difficulty and (b) their ability to discriminate between good and poor readers. An additional goal was to assess whether narrative and expository passages measure the same or different comprehension dimensions. A final goal was to assess the reliability of forms. We randomly assigned students to forms with between 274-279 college students per form. Across the several forms, results suggest that narrative passages are easier and better discriminate between good and poor readers. However, both narrative and expository passages measure a single dimension of ability. MOCCA-C scores are reliable. Implications for research and practice are discussed. [This paper was published in: 6th International Conference on Higher Education Advances Proceedings, 2020, pp. 417-425.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01