Gaining a deeper understanding of the deep cloze reading comprehension test: examining potential contributors and consequences

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ivar Bråten, Ymkje E. Haverkamp, Øistein Anmarkrud
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引用次数: 0

Abstract

The deep cloze test was developed by Jensen and Elbro (Read Writ Interdiscip J 35(5):1221–1237, 2022. https://doi.org/10.1007/s11145-021-10230-w) to assess reading comprehension at the level of global situational understanding. In two independent studies, we examined potential contributors to students’ scores on the deep cloze reading comprehension test, as well as the predictability of students’ scores on this measure for their course achievement and integrated text understanding measured with an open-ended written comprehension assessment. Results showed that students’ language background, word recognition skills, and working memory resources explained unique portions of the variance in students’ scores on the deep cloze reading comprehension test. Further, scores on this test were positively correlated with students’ course achievement and uniquely predicted their integrated text understanding when language background, working memory, and prior topic knowledge were controlled for. Taken together, our findings support an interpretation of the deep cloze reading comprehension test as an effective and efficient measure of situation level understanding that draws on language skills, word level processes, and working memory resources and also can be used to predict students’ performance on important criterial tasks requiring deeper level understanding.

深入了解深度阅卷阅读理解测试:研究潜在的促成因素和后果
深度回文测试是由 Jensen 和 Elbro(Read Writ Interdiscip J 35(5):1221-1237,2022. https://doi.org/10.1007/s11145-021-10230-w)开发的,用于评估全局情景理解层面的阅读理解能力。在两项独立的研究中,我们考察了影响学生在深度掐头去尾阅读理解测试中得分的潜在因素,以及学生在这一测试中的得分对其课程成绩和开放式书面理解评估所测得的综合文本理解的可预测性。结果表明,学生的语言背景、单词识别能力和工作记忆资源解释了学生在深阅读理解测试中得分差异的独特部分。此外,该测试的分数与学生的课程成绩呈正相关,并且在控制了语言背景、工作记忆和先前的主题知识后,还能独特地预测学生对文本的综合理解。综上所述,我们的研究结果支持将深度回文阅读理解测试解释为一种有效的情境理解测量方法,它利用了语言技能、单词水平过程和工作记忆资源,还可用于预测学生在需要更深层次理解的重要标准任务中的表现。
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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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