ERIC Number: EJ1446061
Record Type: Journal
Publication Date: 2024-Dec
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0734-2829
EISSN: EISSN-1557-5144
Cognitive Predictors of Two Distinct Reading Comprehension Tasks in Lower and Upper Grades
R. Brandon Conaway; Ara J. Schmitt; Elizabeth McCallum; Laura M. Crothers; James B. Schreiber
Journal of Psychoeducational Assessment, v42 n8 p907-926 2024
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.
Descriptors: Elementary School Students, Secondary School Students, Reading Comprehension, Cloze Procedure, Reading Tests, Story Telling, Reading Difficulties, Predictor Variables, Cognitive Measurement, Comparative Testing, Learning Disabilities
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A