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The Cause-Effect Relation of Latent Variables in Scientific Multi-Text Reading Comprehension: Testing the Sequential Mediation Model

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Title: The Cause-Effect Relation of Latent Variables in Scientific Multi-Text Reading Comprehension: Testing the Sequential Mediation Model
Language: English
Authors: Hsiao-Hui Lin (ORCID 0000-0002-7548-3225), Tzeng, Yuh-Tsuen (ORCID 0000-0003-0983-328X), Chen, Hsueh-Chih (ORCID 0000-0003-2043-0190), Huang, Yao-Hsuan (ORCID 0000-0001-5821-4712)
Source: Reading & Writing: Journal of the Reading Association of South Africa. 2020 11(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
Peer Reviewed: Y
Page Count: 12
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Science Education, Reading Comprehension, Reading Tests, Construct Validity, Goodness of Fit, Factor Analysis, Test Items, Standard Setting (Scoring), Criterion Referenced Tests, Cutting Scores, Elementary School Students, Middle School Students, Foreign Countries
Geographic Terms: Taiwan
ISSN: 2079-8245
Abstract: Background: The issue of science is seldom brought into focus because of the way developing assessments of students' multiple text reading comprehension. Objectives: This study tested the sequential mediation model of scientific multi-text reading comprehension (SMTRC) by means of structural equation modelling (SEM), and aimed to advance the scientific multi-text reading comprehension assessment (SMTRCA), with a focus on discussing the causal relationship of potential variables in SMTRC. Method: Test items included 10 closed-ended and 7 open-ended questions and were categorised into four subscales: information retrieval (IR), information generalisation (IG), information interpretation (IIP), and information integration (IIG). Results: The confirmatory factor analysis results showed that there was an acceptable goodness-of-fit among the SMTRCA, indicating that the construct validity was good. Furthermore, the Cronbach's a of the test items was 0.88, indicating good internal consistency. In addition, using 1535 students, structural equation modelling was applied to analyse the relations of the latent variables. The findings showed that when readers are performing multitext reading comprehension, IR will simultaneously have direct influences on IG, IIP and IIG. Moreover, through IG, IR had an indirect impact on IIP; through IIP, IG had an indirect impact on IIG; through the two intermediate mediators of IG and IIP, IR had an indirect impact on IIG. Conclusion: In our data-driven model, multi-text reading comprehension is a hierarchical and complex cognitive process. That is to say, when an individual is engaging in multi-text reading comprehension, they will not just follow a single approach, but will deal with several cognitive processing routes simultaneously. Recommendations are made for future research to explore the cognitive model of scientific multi-text reading comprehension and to determine whether there are differences among multiple groups, as well as standard setting to define the cut-off scores of the criterion-referenced model, to develop an assessment reporting system of scientific multi-text reading comprehension, and strategies for scientific multi-text reading.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1253395
Database: ERIC
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  Availability: 0
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  Data: The Cause-Effect Relation of Latent Variables in Scientific Multi-Text Reading Comprehension: Testing the Sequential Mediation Model
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  Data: <searchLink fieldCode="AR" term="%22Hsiao-Hui+Lin%22">Hsiao-Hui Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7548-3225">0000-0002-7548-3225</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tzeng%2C+Yuh-Tsuen%22">Tzeng, Yuh-Tsuen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0983-328X">0000-0003-0983-328X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Hsueh-Chih%22">Chen, Hsueh-Chih</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2043-0190">0000-0003-2043-0190</externalLink>)<br /><searchLink fieldCode="AR" term="%22Huang%2C+Yao-Hsuan%22">Huang, Yao-Hsuan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5821-4712">0000-0001-5821-4712</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing%3A+Journal+of+the+Reading+Association+of+South+Africa%22"><i>Reading & Writing: Journal of the Reading Association of South Africa</i></searchLink>. 2020 11(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://rw.org.za/index.php/rw
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Construct+Validity%22">Construct Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Goodness+of+Fit%22">Goodness of Fit</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Standard+Setting+%28Scoring%29%22">Standard Setting (Scoring)</searchLink><br /><searchLink fieldCode="DE" term="%22Criterion+Referenced+Tests%22">Criterion Referenced Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Cutting+Scores%22">Cutting Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2079-8245
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The issue of science is seldom brought into focus because of the way developing assessments of students' multiple text reading comprehension. Objectives: This study tested the sequential mediation model of scientific multi-text reading comprehension (SMTRC) by means of structural equation modelling (SEM), and aimed to advance the scientific multi-text reading comprehension assessment (SMTRCA), with a focus on discussing the causal relationship of potential variables in SMTRC. Method: Test items included 10 closed-ended and 7 open-ended questions and were categorised into four subscales: information retrieval (IR), information generalisation (IG), information interpretation (IIP), and information integration (IIG). Results: The confirmatory factor analysis results showed that there was an acceptable goodness-of-fit among the SMTRCA, indicating that the construct validity was good. Furthermore, the Cronbach's a of the test items was 0.88, indicating good internal consistency. In addition, using 1535 students, structural equation modelling was applied to analyse the relations of the latent variables. The findings showed that when readers are performing multitext reading comprehension, IR will simultaneously have direct influences on IG, IIP and IIG. Moreover, through IG, IR had an indirect impact on IIP; through IIP, IG had an indirect impact on IIG; through the two intermediate mediators of IG and IIP, IR had an indirect impact on IIG. Conclusion: In our data-driven model, multi-text reading comprehension is a hierarchical and complex cognitive process. That is to say, when an individual is engaging in multi-text reading comprehension, they will not just follow a single approach, but will deal with several cognitive processing routes simultaneously. Recommendations are made for future research to explore the cognitive model of scientific multi-text reading comprehension and to determine whether there are differences among multiple groups, as well as standard setting to define the cut-off scores of the criterion-referenced model, to develop an assessment reporting system of scientific multi-text reading comprehension, and strategies for scientific multi-text reading.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Construct Validity
        Type: general
      – SubjectFull: Goodness of Fit
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      – SubjectFull: Factor Analysis
        Type: general
      – SubjectFull: Test Items
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      – SubjectFull: Standard Setting (Scoring)
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      – SubjectFull: Criterion Referenced Tests
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      – SubjectFull: Cutting Scores
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Middle School Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Taiwan
        Type: general
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      – TitleFull: The Cause-Effect Relation of Latent Variables in Scientific Multi-Text Reading Comprehension: Testing the Sequential Mediation Model
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            NameFull: Tzeng, Yuh-Tsuen
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            NameFull: Chen, Hsueh-Chih
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