Understanding the Influence of Text Complexity and Question Type on Reading Outcomes

Autor/inn/en	Spencer, Mercedes; Gilmour, Allison F.; Miller, Amanda C.; Emerson, Angela M.; Saha, Neena M.; Cutting, Laurie E.
Titel	Understanding the Influence of Text Complexity and Question Type on Reading Outcomes
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 3, S.603-637 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9883-0
Schlagwörter	Student Characteristics; Cognitive Ability; Reading Comprehension; Item Response Theory; Prediction; Oral Reading; Reading Fluency; Recall (Psychology); Inferences; Adolescents; Reading Strategies; Multiple Choice Tests; Reading Achievement; Reading Tests; Test Items; Item Analysis + Suchen Sie Ihr Suchwort? Denkfähigkeit; Leseverstehen; Item-Response-Theorie; Vorhersage; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Abberufung; Inference; Inferenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading strategy; Leselernstufe; Lesetechnik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leseleistung; Lesetest; Test content; Testaufgabe; Itemanalyse
Abstract	In the current study, we examined how student characteristics and cognitive skills, differing levels of text complexity (cohesion, decoding, vocabulary, and syntax), and reading comprehension question types (literal, inferential, critical analysis, and reading strategy) affected different types of reading outcomes (multiple-choice reading comprehension questions, free recall, and oral reading fluency) in a sample of 181 native English-speaking adolescents (9 to 14.83 years). Results from item response theory one-parameter models and multilevel models suggested that different cognitive skills predicted performance across the three reading outcomes. After controlling for student characteristics and cognitive skills, text complexity negatively impacted reading outcomes, particularly oral reading fluency and free recall. Critical analysis and inferential questions emerged as the most difficult types of comprehension questions. The implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01